the thinker’s natural process is inappropriate when used in personal relations with feeling types, because it includes a readiness to criticize. Criticism is of great value when thinkers apply it to their own conduct or conclusions, but it has a destructive effect upon feeling types, who need a harmonious climate.
Isabel Briggs MyersExtraverted thinkers tend to exaggerate for the sake of emphasis, and the victim will be too outraged by the unfair overstatement to pay attention to the part that is true.
Isabel Briggs Myersthey [thinkers] can remember how feeling types respond to sympathy and appreciation; a little of either will greatly tone down a necessary criticism, but the thinker must express the sympathy or appreciation first.
Isabel Briggs Myersthe presentation of a good idea can usually be designed to suit the listener’s interests. Sensing types, who take facts more seriously than possibilities, want an explicit statement of the problem before they consider possible solutions. Intuitives want the prospect of an interesting possibility before they look at the facts. Thinkers demand that a statement have a beginning, a logically arranged and concise sequence of points, and an end—especially an end. And feeling types are mainly interested in matters that directly affect people.
Isabel Briggs MyersThose mitigating circumstances could just as well be mentioned if the thinker thought it worth the trouble. From the standpoint of human relations it is worth vastly more than the trouble it takes. The little sympathy or appreciation, coming first, puts the thinkers in the same camp with the feeling types, and the feeling types’ desire to stay in the same camp will keep them agreeing with the thinkers as far as possible.
Isabel Briggs MyersIf you are the sensing type, the intuitive’s words may seem to ignore or even contradict facts you know to be true, but don’t ignore what was said or dismiss it as foolish. It may contain an idea that could be useful, and your facts should be useful to the author of the idea. The constructive course is to state your facts as a contribution to the subject, not as a refutation of the idea. Progress in almost any direction needs contributions from both sides, facts from the sensing type and unfamiliar ideas from the intuitive.
Isabel Briggs MyersThe sensing person has faith in the actual, the intuitive in the possible. As each concentrates accordingly, they seldom look at anything from the same angle. The difference in viewpoint becomes acute, often exasperating, when the person with sensing has authority over the intuitive and the intuitive comes up with a blazing idea. The intuitive tends to present the idea in rough form—suitable for another intuitive—and expects the sensing listener to concentrate on the main point and ignore the sketchy details. The sensing person’s natural reaction is to concentrate on what is missing, decide that the idea cannot work (and of course it cannot in that form), and flatly turn it down. One idea is wasted, one intuitive is frustrated, and one sensing executive has to deal with a resentful subordinate.
Isabel Briggs MyersIn teaching, the other main problem related to type is the students’ interest. Intuitives and sensing types differ greatly in what they find interesting in any subject even if they like, that is, are interested in, the same subjects. Intuitives like the principle, the theory, the why. Sensing types like the practical application, the what and the how.
Isabel Briggs MyersThe second follow-up, which examined changes in specialty, showed how often doctors of each type changed to a more typical specialty (to one more generally chosen by their type) and how often to one less typical. The results strikingly confirmed the conclusion suggested by the answers of the Auburn University freshmen that sensing types either know much less or care much less than do intuitives about the suitability of any given job for their type
Isabel Briggs MyersIf you are the intuitive, you need to observe the following rules: First, say explicitly, at the start, what you are talking about. (Otherwise, you are requiring your sensing listeners to hold what you say in mind until they can figure out what you are referring to, which they seldom think is worth doing.) Second, finish your sentences; you know what the rest of the sentence is, but your listeners do not. Third, give notice when changing the subject. And last, don’t switch back and forth between subjects. Your listeners cannot see the parentheses. Finish one point and move explicitly to the next.
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