Bridging psychological type and depth psychology
“Everything has a purpose, clocks tell you the time, trains take you to places. Machines never come with any extra parts, you know. They always come with the exact amount they need. So I figured if the entire world was one big machine, I couldn’t be an extra part. I had to be here for some reason. And that means you have to be here for some reason, too. ”
In the type table in the accompanying article on the type-diverse classroom, almost 60% of the ‘at risk’ and drop-out students are reported to have dominant extraverted perception, while almost half of the teachers are dominant introverted perceivers. Is extraverted perception misdiagnosed as a learning disability? Or, is that preference actually problematic …
These at-risk students taught us how to teach everyone. I have described my classroom set-up as an integral part of the instruction. … Intuitively, before knowing about type, I had set up my classroom to accommodate multiple learning styles. Even the ISTJ students, who tend to like the traditional classroom set-up, performed better in my classroom.
