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Table 4.2: Jung’s Eight Personality Types* |
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| Introverted Thinking | Focused on own internal thoughts and ideas, do not communicate well, can be highly conflicted and will lash out at critics, generally stubborn and do not get along well with others |
| Introverted Feeling | Tend to be silent, inaccessible, and melancholy, have deep emotions but hide them and appear cold and reserved on the surface, tend to be suspicious of others, most are women |
| Introverted Sensing | Guided by subjective impression of real-life objects, often express their sensations through artistic endeavors, the objective world may seem make-believe and comical |
| Introverted Intuitive | Tend to be peculiar and lack contact with reality, may be completely misunderstood even by those who are close to them, may seem like a mystical dreamer and seer on one hand but just a cranky person on the other, may have vision but lack convincing power of reason |
| Extraverted Thinking | Seek intellectual conclusions based on objective reality, seek to influence others, suppress emotion, can be rigid and dogmatic (tyrannical when others penetrate their power province) |
| Extraverted Feeling | Feelings harmonize with objective situations, can be highly emotional, will avoid thinking when it proves upsetting, most are women |
| Extraverted Sensing | Immersed in realism and seek new experiences, whole aim is concrete enjoyment, most are men |
| Extraverted Intuitive | Always seek new opportunities, may seize new opportunity with enthusiasm and just as quickly abandon it if not promising, has vision, often found among business tycoons and politicians, but have little regard for welfare of others |
| *For more information read Psychological Types (Jung, 1971). |
Personality Development
Jung believed that “everyone’s ultimate aim and strongest desire lie in developing the fullness of human existence that is called personality” (Jung, 1940). However, he lamented the misguided attempts of society to educate children into their personalities. Not only did he doubt the abilities the average parent or average teacher to lead children through the child’s personality development, given their own personal limitations, he considered it a mistake to expect children to act like young adults:
It is best not to apply to children the high ideal of education to personality. For what is generally understood by personality - namely, a definitely shaped, psychic abundance, capable of resistance and endowed with energy - is an adult ideal…No personality is manifested without definiteness , fullness , and maturity . These three characteristics do not, and should not, fit the child, for they would rob it of its childhood. (pp. 284-285; Jung, 1940)
This is not to suggest that childhood is simply a carefree time for children:
No one will deny or even underestimate the importance of childhood years; the severe injuries, often lasting through life, caused by a nonsensical upbringing at home and in school are too obvious, and the need for reasonable pedagogic methods is too urgent…But who rears children to personality? In the first and most important place we have the ordinary, incompetent parents who are often themselves, all their lives, partly or wholly children. (pg. 282; Jung, 1940)
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