The work of Clare Graves (ECLET), Don Beck and Chris Cowan in Spiral Dynamics (SDi) and Robert Kegan and Jennifer Garvey Berger’s research on adolescent and adult development all show the same clear path. Development comes in stages, Kegan’s Orders of Consciousness or Garvey-Berger’s Forms of Mind, each of which correlates with mastery of additional neural networks. Just as Piaget’s pre-operational children had to develop their neural nets to work with the principle of “conservation” before they were ready for arithmetic, so adolescents need specific neural growth to be ready for the next stage of cognitive development.
Both Myer-Briggs Type Development and theories discussed below start with the observation that individuals and societies “construct” mental models or world views that filter all their interactions with the underlying reality of the universe around them. Garvey-Berger says we can consider ourselves held “Subject” to the limitations of the worldviews we hold. Development is then about making more and more of our unexamined limitations “Object” by taking a wider and wider perspective. When an individual succeeds in expanding his perspective to the point that significant neural development occurs, she can move on to the next stage of development. Of course, we then encounter a new set of issues that hold us “Subject” and again, growth requires taking an ever-continuing wider perspective. Graves call this process “Emergent Cyclical Levels of Existence”.
Graves’ Spiral theory of step-wise adult cognitive development proposes that as our brains mature and grow more neural paths; we are able to engage in more complex processing. Growth allows us to step beyond innate preferences (Type) and current capacity in a broad sense to conscious use of other capacities. These neurologically-based cognitive changes coalesce into discrete developmental levels called by Garvey-Berger Forms of Mind₫. As we move up to more complex levels of cognitive development, we have more and more options available for processing information and dealing with our environment. Unfortunately, those we leave behind at the previous level can’t yet follow our newly-formed, more complex thought processes and mutually-antagonistic antibodies develop between those at the old level and a group who have moved on to another Form of Mind (e.g. American politics).
Type Development
Although Jungian Type theory implies people are born with stable Type preferences, we hear two continuing questions
1) Does my Type change over time?
2) How do I grow beyond the obvious limitations of my preferences?
One of the most obvious implications of Jung’s Psychological Type model is that our two Type preferences determine our strengths, but conversely the six (6) non-preferred function-attitudes create “blind spots” of varying significance for our ability to function in the world. Graves puts it well when he refers to continuous interaction between our psyche and the “Life Conditions” in which we find ourselves. Our underlying Type preferences predispose us to build mental models consistent with our Type. If the models provide a good fit for coping with our current life conditions, we thrive and development may stagnate. For example, SJ adolescents find their natural styles a much better fit with the life conditions predominating in our current education system. Those preferring SP or N are continually stretched when coping with bureaucratic school structures. N’s often blossom when moving to a University structure that fits well with their abstract thinking. Artisans (SP) on the other hand may find compatible life conditions in trade schools and community colleges where active, hands-on learning is emphasized.
Since adult development involves expanding our capability to work with our non-preferences when appropriate, it’s tempting to think that children should be encouraged to practice non-preferred functions early on. However, evidence suggests that’s not optimal development. First you need to become who you were born to be. Then, after establishing a firm base in adolescence development can begin.
Research shows that lack of clearly self-identified Type in adolescence is correlated with poor school performance and delinquency. What appears to be most important is developing a consistent, repeatable approach to the universe. A critically important idea of Modernity has been the concept that our material conditions improve in direct relation to how closely our mental models actually correspond to the underlying reality of the universe. If an adolescent has an inconsistent approach to decision-making, it’s like trying to control your weight using a broken scale that gives random errors. We can loose with a scale that’s always too high or too low, but to get results, the method has to be consistent.
We tend to focus on iNtuition and Sensing as our pathways to observing our universe. However, even for dominant perceivers, what we observe is always shaded by our decision-making preferences. Those with preference for Introverted Thinking look at the physical aspects of life conditions. At the opposite extreme, Extraverted Feeling preferences concentrate on the interpersonal and social landscape.
The development path is not different for different innate preferences. However, your preferences determine how easy or difficult the next step will be. The more we need to develop non-preferred functions to get beyond our current world view, the more difficult the transition. The more the next stage fits with our preferences, the more eager we are to master those neural processes.
MYERS-BRIGGS® PERSONALITY TYPE
Myers-Briggs (Jungian) Personality Type
16 Different Paths to Development
So What Is This Thing Called TYPE?
Type is our preferred method of mental processing – Our Basic Mental Habits.
We’ve all noticed it – people behave differently. Explanations have ranged from culture to genes to parenting. We now know that a major component of behavior stems from inborn differences in how human brains process information. Personality Type is a systematic way of describing these differing mental habits. It allows us to sort people by preferred cognitive styles. Whenever we interact with people or participate in a group, we can use this classification to improve the outcome. These innate patterns of mental habit explain the systematic variations we observe in human behavior.
Type is related to inborn, genetic differences in brain structure.
The Type system allows us to bridge the huge communications gaps caused by processing differences. People behave differently because they reason differently. They reason differently because of minor inborn differences in the structures of their brains. There is too much data available for anyone to absorb it all, so we each filter the information we receive. People naturally perceive and emphasize different aspects of reality. Different Types use different filters and consider different data sets. Each Type has a distinctive mind set, producing strengths, weaknesses, interests, talents, and interaction with the world. Other factors, basic intelligence, type development, education, early environment, health, self development etc. also impact mental processes. These may offset or enhance skills and weaknesses.
Different occupations attract distinct MBTI types.
Type theory predicts and researchers observe innumerable inherent differences between the Types in interpersonal skills, problem solving, work habits, career selection and leadership. If preferences are in line with skills needed for the job and the work environment, workers tend to be happier and more productive. Researchers find people tend to seek out life situations that are compatible with their natural tendencies. Innate nature strongly influences a person’s nurture and development. People generally do their best work and experience the most satisfaction when they can use their natural styles effectively.
Type differences often result in conflict.
Type offers suggestions for understanding and reducing the inevitable stress and conflicts caused by Type differences. We have trouble communicating with someone whose natural cognitive processing is different. It is difficult to follow each other’s reasoning style. If we know more about other approaches, we can adapt by translating our communication. In short, I explain my view by talking about aspects that are meaningful to you. I don’t just rattle on about what’s important to me, while you tune out to prepare your rebuttal.
The combinations are important:
Four Scales produce 16 Distinct Personality Types.
This is not astrology! Nor is it about mental abnormalities. The Myers-Briggs,
a questionnaire that indicates a person’s Type, has been validated by extensive statistical research on normal, healthy people. Many of these statistics were gathered in business organizations. Other research has been done with students in major universities. Numerous factor analytical studies have identified a similar set of four primary pairs of personality factors. The 4 scales represent opposites or dichotomies, neither of which is better. Most people have a distinct preference for one end of each scale. All healthy people can do both sides of a scale, generally not at the same time. In the 1920s, Carl Jung named the first three pairs. In the 1940’s, Myers and Briggs added a fourth pair.
- Extraversion Introversion
- Sensing iNtuition
- Thinking Feeling
- Judging Perceiving
Preferences are not evenly distributed.
Thinking/Feeling preferences differ between men and women. Extraversion and Sensing are more common than their opposites.
Attitude and Orientation develop early.
Functions develop in a distinct order of preference.
Preferences for Focus and Order are seen in toddlers; the less preferred styles develop with maturity. Models for type development and personal growth are useful from childhood through retirement. Least preferred functions may not start to develop until middle age.
All 8 preferences are valid, important and valuable.
Are some styles better? Absolutely not! Type looks at the normal range of differences in human behavior. Each cognitive skill is essential to the well being of the human race. We all have the ability to do “generalist” reasoning. In many circumstances, it improves survival chances if a highly developed specialist is available to cope with a crisis, so some humans evolved each cognitive specialty. A variety of strengths helped us survive. Contributions from each cognitive strength will continue to be needed for efficient, effective problem solving. For peak performance, each preference must be used appropriately.
Typing is not stereotyping! It promotes personal growth and encourages tolerance. We are all capable of moving beyond the limitations of our natural reasoning styles by purposeful self-development. We can use non-preferred styles, but it takes extra work. An important part of normal adult growth is recognizing situations where our natural strengths have become handicaps. We then observe how others handle such situations in a more effective manner and use them as models for improvement.
Type is not a useful tool for manipulating others. To use the techniques, you must put yourself fully into the other person’s frame of reference and truly see their viewpoint. In fact, people report that knowledge of Type is helpful in recognizing other people’s attempts to manipulate a group. By allowing the team to communicate more effectively, it also tends to disrupt such maneuvers.
Temperament – Type Divides Into Thirds
Stabilizer – Guardian (SJ) – Traditionalist
––Responsibility and a place to contribute, Status Quo, Security – Logistical Skills – Past
Improviser – Artisan (SP) – Troubleshooter
––Hands-On, Impact, Freedom, Tactical Skills – Now
iNtuitives (N) – Visionary Theorist (NT) – Catalyst (NF)
— –Abstract/Idealistic – Symbolic awareness, the mind’s eye
— –Meaning, Innovation, Big Picture, Possible – Future
The Other Important Factor
•••Thinking – Focus on Things/Systems
•••Feeling – Motivated by the People