... much seemingly chance variation in human behavior is not due to chance; it is in fact the logical result of a few basic, observable differences in mental functioning.

What children need is the conviction that satisfaction can and must be earned. ... Spoiled children do not learn the must.

They [INTJs] are likely, however, to organize themselves out of a job. They cannot continually reorganize the same thing, and a finished product has no more interest. Thus, they need successive new assignments, with bigger and better problems, to stretch their powers.

Conventional measures of mental ability, such as intelligence tests and scholarship, show some of the very highest records belong to INFP and INFJ types, who relegate thinking to last place or next to last. The preference for thinking appears to have far less intellectual effect than the preference for intuition, even in some technical fields, such as scientific research, where its influence was expected to be most important.

In 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.

You psychologists focus on what is wrong with people; I want to focus on what is right and what could be right.

Introverted feeling types have a wealth of warmth and enthusiasm, but they may not show it until they know someone well. They wear their warm side inside, like a fur-lined coat.