To INFJs, learning is a way of expanding their horizons and a path towards growth and development, and this acts as a powerful motivation. They prefer to learn in a friendly, co-operative atmosphere in which exploration and discovery are encouraged. They enjoy playing with ideas, experimenting with possibilities and thinking around their subject, but need to have a clear purpose for doing so.
They become absorbed in a subject deeply and read as much about it as they can. They are good at conceptualising and abstract reasoning, though they may be less interested in facts and figures. They learn equally well on their own or with others, though they seek encouragement and approval from both their peers and their teachers.
For them to become fully involved, their imagination needs to be stimulated, as a result of which they benefit from reading, multi-media learning, inspiring lectures, workshops and group discussions. Exercises, routine, detailed tasks and targets tend to demotivate them.
| are stimulated by and quick to comprehend ideas |
| enjoy abstract thinking and conceptualising |
| are motivated to learn in order to further their own and other people’s development |
| benefit from allowing their creativity and inspiration free reign |
| may need to be encouraged to share their insights |
| benefit from developing discrimination, criticism and objectivity |
| tend to dislike facts and figures |
| prefer an unstructured or playful learning environment |
| reading, reflecting, exchanging ideas and linking them to their existing knowledge |
| allowed to generate ideas without constraints |
| involved with other people e.g. discussing ideas, solving problems as part of a team, feeling it is appropriate to 'have a go' |
| able to stand back from events and listen/observe, e.g. observing a group at work, taking a back seat in a meeting, reflecting on what they have learnt |
| allowed to think before acting, to assimilate before commenting, or given time to prepare or to do background reading |
| given the chance to question and probe the basic methodology, assumptions or logic behind an idea |
| in structured situations with a clear purpose |
| asked to assess beforehand what they will learn from a project, and to appraise afterwards what they have learned |
| asked to repeat essentially the same activity over and over again, e.g. when practising a task |
| having to carry out painstaking research, e.g. investigating, assembling information, probing to get to the bottom of things, or when asked to produce carefully considered analyses and reports |
| 'forced' into the limelight, e.g. to act as leader or chairman |
| having to stick to precise and specific instructions about how things should be done |
| asked to act or decide without a basis in policy, principle or concept |
| the focus is on analysis, detail or facts and figures |
However, engaging in learning activities that contain some of the above is often of greater benefit in terms of their overall development, as discussed earlier.
Now you know your learning style, you can choose the type of learning that suits you, or adapt learning material or courses you are attending to incorporate some of the ways you will learn effectively.
| Jaringan Ilmu | Ujian Personaliti | 16 Gaya Pembelajaran |