INTPs learn best by reading, reflecting and conceptualising.
To them, learning is an ongoing process throughout life, and a way of understanding the universe. They enjoy playing with ideas, experimenting with possibilities and thinking around their subject, and are often absorbed in thought.
They learn particularly well on their own or in small groups and prefer unstructured teaching in which they are free to explore ideas and experiment for themselves. They ask many questions and tend not to accept a teacher’s or a system’s authority at face value. Memorisation of facts, sequential exercises and hands-on training are less useful to them than discussion, reflection, analysis and brainstorming. They prefer an intellectually stimulating atmosphere in which open debate or enquiry is encouraged, though they may need encouragement to communicate and explain their ideas in terms that other people can understand. They enjoy amassing knowledge and demonstrating their expertise or competence in their own field, but may need to learn to utilise their knowledge in practical ways.
| are quick to grasp possibilities |
| are good at analysing |
| are stimulated by ideas and impatient to understand them |
| enjoy abstraction and see patterns of meaning and order |
| tend to allow their creativity and inspiration free reign |
| may need to think about how they can use what they have learnt |
| dislike structure, targets and routine |
| may not be thorough and overlook facts and details |
| may need encouragement to join in with team or group activities |
| encountering new problems or opportunities from which to learn |
| able to stand back from events and listen/observe, e.g. taking a back seat in a meeting, watching a video |
| allowed to generate ideas without constraints of policy or structure or feasibility |
| allowed to think before acting, to assimilate before commenting, time to prepare or do background reading |
| acquiring knowledge which is part of a system, model, concept, or theory, even when this is not immediately relevant |
| given the chance to question and probe the basic methodology, assumptions or logic behind something, e.g. by taking part in a question and answer session |
| listening to or reading about ideas and concepts that emphasise rationality or logic and are well argued |
| analysing and then generalising the reasons for success or failure |
| asked to repeat essentially the same activity over and over again |
| given precise instructions to follow with little room for manoeuvre |
| asked to attend to detail and tie up loose ends |
| 'forced' into the limelight, e.g. to act as leader/chairman, to role-play in front of onlookers; |
| given precise and specific instructions of how things should be done |
| asked to do something without a context or apparent purpose or to participate in situations emphasising emotions and feelings |
| faced with a lot of alternative techniques without any being explored in depth |
| there is more focus on facts and figures than intellectual exploration |
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 |