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The Eight Functions - the following descriptions are from Dynamics of Personality Type by Linda V. Berens - www.tri-network.com said:
Introverted Thinking - Analyzing, categorizing, and figuring out how something works. Introverted Thinking often involves finding just the right word to clearly express an idea concisely, crisply, and to the point. Using introverted Thinking is like having an internal sense of the essential qualities of something, noticing the fine distinctions that make it what it is and then naming it. It also involves an internal reasoning process of deriving subcategories of classes and sub-principles of general principles. These can then be used in problem solving, analysis, and refining of a product or an idea. This process is evidenced in behaviors like taking things or ideas apart to figure out how they work. The analysis involves looking at different sides of an issue and seeing where there is inconsistency. In so doing, there is a search for a "leverage point" that will fix problems with the least amount of effort or damage to the system.
This is a difficult task. The answer must be: A FLOWCHART.



Just forget about D1 and D8.
 

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An example is imagining an entire system in your mind for a program. Systems. Its a dry erase board. Ti makes for good teachers because they can picture their students as a blank slate and fill it in. If a student doesn't understand something, its because you failed to construct that leg of the flowchart in their mind. It makes for very good debate, game theory, logical deduction etc.
 

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This seems like Ti-Se to me. Is that what you wanted? For me Ti is like assigning a specific colour to every abstract concept in the universe, each one unique, and when someone tries to posture and makes a false logical step, I check the "colour" of the logical assertion behind their words, and if it is wrong, a warning bell goes off in my head. I keep trying, using suggestions my Ne gives me (an ISTP would use Se), and when the warning bell ceases to go off, I've found my Truth (ie, equivalency). You could call Ti the "= checker". Of course, Ne sometimes makes intuitive leaps and takes shortcuts that the Ti will have to trace logically later, just like Se's perceptions sometimes speak for themselves, but if I wanted, I could go back and evaluate them for consistency.
 

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An example is imagining an entire system in your mind for a program. Systems. Its a dry erase board. Ti makes for good teachers because they can picture their students as a blank slate and fill it in. If a student doesn't understand something, its because you failed to construct that leg of the flowchart in their mind. It makes for very good debate, game theory, logical deduction etc.
A friend of mine calls me a "walking flowchart" because of the way I think and work out problems. Everything is a problem to be worked out, and to work a problem one must start at the beginning and take logical steps to the end. Even if those steps are taken in milliseconds, they must be taken. At least that's how my brain works. Because of this, and probably also because of my strong Se, I can't "fill in the blanks" or make "leaps of judgment" - I'm uncomfortable making assumptions about situations unless and until I have all the information, and even then I want to make sure it's all arranged logically in my head so that I have control and a sense of... I don't know, complete understanding maybe?

However, I'm not a very good teacher because I can't reconstruct all of that work verbally very well. Sometimes I'll talk through my thoughts with a close friend, they always get a kick out of the "if this, then this, which logically leads to that, and then eureka!" thing. But overall, I've already deconstructed and reconstructed a problem in my mind before I can "teach" it, and by then I have knowledge and just want to impart the final knowledge without verbally going through all the steps that get you there. I've tried to teach math and photography to other people and failed miserably.

But I'm a great writer, and a lot of my problem deconstructing I'll actually type out, just so I can get it out of my head and not get so lost in the details. If I could teach through the typed word, I'd kick ass.
 

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^^I saw that flowchart years ago and sent it to my controls engineer ex-husband, who used it as his signature for about two years afterward. I'm so glad you posted it, I lost it when my hard drive crashed! :laughing:
 

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Trouble teaching you say? I think the first and most important thing is really knowing the subject you are teaching. Like can you talk about it in depth with your eyes closed? Then knowing who you are teaching too. And of course some people just don't give a damn, they'll never learn anything anyway.
Motivation is necessary to learn.

A friend of mine calls me a "walking flowchart" because of the way I think and work out problems. Everything is a problem to be worked out, and to work a problem one must start at the beginning and take logical steps to the end. Even if those steps are taken in milliseconds, they must be taken. At least that's how my brain works. Because of this, and probably also because of my strong Se, I can't "fill in the blanks" or make "leaps of judgment" - I'm uncomfortable making assumptions about situations unless and until I have all the information, and even then I want to make sure it's all arranged logically in my head so that I have control and a sense of... I don't know, complete understanding maybe?

However, I'm not a very good teacher because I can't reconstruct all of that work verbally very well. Sometimes I'll talk through my thoughts with a close friend, they always get a kick out of the "if this, then this, which logically leads to that, and then eureka!" thing. But overall, I've already deconstructed and reconstructed a problem in my mind before I can "teach" it, and by then I have knowledge and just want to impart the final knowledge without verbally going through all the steps that get you there. I've tried to teach math and photography to other people and failed miserably.

But I'm a great writer, and a lot of my problem deconstructing I'll actually type out, just so I can get it out of my head and not get so lost in the details. If I could teach through the typed word, I'd kick ass.
 

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^^I saw that flowchart years ago and sent it to my controls engineer ex-husband, who used it as his signature for about two years afterward. I'm so glad you posted it, I lost it when my hard drive crashed! :laughing:
Don't you know you are supposed to back up everything every now and then?
 

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Don't you know you are supposed to back up everything every now and then?
Heyyy.

I back up my data drives constantly. My system drive doesn't store data, ever. Except random bullshit like flowcharts and porn.

just kidding about the porn. That's on its own drive. backed up. :cool:
 

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Trouble teaching you say? I think the first and most important thing is really knowing the subject you are teaching. Like can you talk about it in depth with your eyes closed? Then knowing who you are teaching too. And of course some people just don't give a damn, they'll never learn anything anyway.
Motivation is necessary to learn.
That's true, and thanks. I did actually train one person to be a photographer, he was extremely motivated, very sharp, eager to learn, and his learning style worked well with my teaching style (he's an ESTP).
 

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That's true, and thanks. I did actually train one person to be a photographer, he was extremely motivated, very sharp, eager to learn, and his learning style worked well with my teaching style (he's an ESTP).
I enjoy photography, I wish I had someone to teach me more, mentor me.
 

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Discussion Starter · #15 ·
Introverted feeling is fine and all, but I'm so envious of you guys naturally being able to manage your thoughts so systematically. Pleease give me your brains...
 

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We've entered the golden age of streaming, pron no longer needs HDD space, not the individuals anyway. :cool:

As far as teaching is concerned, I noticed a rather odd behavior I have myself. Obviously I am able to speak English, much as I'm able to speak German and do Math - however, I couldn't teach anyone English, German, nor Math. I'd probably tell people 'to do it that way' simply because that's how it is done. I don't even know what a sentence consists of in terms of nerdy teacher language tossing around stuff like objects, subjects and conjunctions.

It strikes me as if I had the natural talent to absorb everything I can absorb while being incapable to properly pass it on. I don't know why one has to add / subtract / multiply / divide both sides of an equation (nor do I care, truth be told) but that's simply how it's done and works :mellow:
 

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It strikes me as if I had the natural talent to absorb everything I can absorb while being incapable to properly pass it on. I don't know why one has to add / subtract / multiply / divide both sides of an equation (nor do I care, truth be told) but that's simply how it's done and works.
That's what books are for.
 

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That's what books are for.
No need, as I can solve equations just fine :tongue:

I'm practical enough to not really care why certain things are the way they are but simply accept and apply them as need be. I've that behavior in quite a few fields, though.

Well, Math as a matter of fact always been more a learning through repetition and training anyway, rather than the natural mathematical intelligence.
 

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NO PROBLEM-flowchart
It was actually difficult to find a good flowchart, because typing PROBLEM SOLVING FLOWCHART in Google gave me thousands of these. I don't think they're good for the situation, because that is not problem solving á ISTP manner, but problem avoiding topped with random emotional outbursts.

Also, chiagirl, write a book! I'd so much rather read a book written by you (or any other logical ISTP) than those sorry excuses I've been forced to study through.. I nowadays order 4-5 books of any subject I want to read about, and with some luck one of them can be read without severe brain damage.

In fact, I started to write a fact book once, got to page 44 and.. well, it's been there the last 10 years. P means procrastinating, unfortunately.

Edit: About teaching - when I was in junior high, we had a substitute math teacher that nobody but I was able to understand. It wasn't because of the subject or anything, it was mainly because his examples were horribly poor. I still remember the worst of them: to teach about negative and positive numbers he talked about "plus-buttons" and "minus-buttons". He'd go on in greath lengths explaining about piling the plus-buttons and minus-buttons and .. well, everyone was confused as hell. So after he stopped talking and gave us some excercises I explained the others what it was all about (basically "fuck the buttons, imagine a thermometer"). Honestly, I don't even know how I understood the lesson, because I still have no clue how the plus- and minus-buttons were supposed to work..
 
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