o_19kdfsn0q18e31dfraas1esh19vta.pdf

and tools without the use of kits or instructions, or laying out tracks for electric trains, or
rechanneling a rivulet of water with dams, ponds, and other improvements. They will run boats and
cars down their creations until they have worked all the bugs out and satisfied themselves that their
creation really is as awesome as they thought it was. Then they will try to make their creation even
better. A Rational's work is never done.
These design activities are likely to be preferred over, say, running around with squirt guns. Mere
movement for the sake of movement does not interest INTJs as much as it does other children. A
biographer observed of Newton's childhood that,
If ever he entred into the usual sports of his companions it was with a farther view than the meer
mechanical part & he exercised his mind at the same time with his body, He used to say one of the first
experiments he made was on the day of the great storm when Oliuer Cromwell died (at which time Sir
Isaac was entred into his sixteenth year) he jumped first with the wind & then against it & measuring his
leap both ways & afterwards comparing it with his leap in a calm he, computed the vis of the storm; &
when his companions seemed surprized at his saying that wind was a foot stronger than any he had
known before, he would carry them to this place & shew them the measure & marks of his several leaps...
Newton didn't just want to have a jumping contest; he wanted to find the variables that went into
maximizing just distance, then exploit them to improve his technique. Even young INTJs want a
reason for doing an activity, namely building a skill (“How can I consistently get smooth sandcastle
walls?”), trumping previous accomplishments (“This will be the best sandcastle ever!”) and running
experiments (“What if I mixed mud in the sand?”). Since their play must have a point, they may
have trouble getting along with less far-sighted children, who simply want to exercise their limbs
and make noise while having as much fun in the immediate moment as possible. An INTJ child
wants play to have a reason; this may not sit will with their less goal-oriented playmates.
Note that the INTJ's play must be make logical sense. Other children joining in an INTJ’s game
may heedlessly break the rules of reality, eliciting protests from the INTJ to the effect of, “You can’t
do that!” or “That’s not what would happen in real life!” For example, an INTJ may be annoyed
that a playmate’s stuffed cat keeps on having more and more kittens, even though the first and
second litters haven’t matured yet—clearly an unrealistic scenario. Eventually the INTJ may feel
compelled to point out the reality gap in the hopes that they will be able to convince their playmate
to play in a more lifelike manner.
INTJs generally want a self-consistent simulation where rules can only be broken when there is due
cause. Cars cannot just start flying—unless a rocket pack has been installed first. Horses without
wings cannot fly either—unless a magical unicorn grants them the ability. Yet the second the INTJ
provides a justification for how their horse can now fly, their playmate cries, “Look, mine’s flying
too!” The INTJ protests, “Wait, your horse can’t fly unless the unicorn helps them first!” They will
then grab the unicorn and apply the necessary steps to ensure that their playmate’s horse can fly “for
real.” Other children see no reason to provide such cause-and-effect justifications, but for the INTJ
it’s hard to submerse themselves in play unless principles are followed.
INTJ play is also more complex than other types' play. They will create epic scenarios in their
heads with heroes and villains (perhaps drawn from favorite books or shows) and a cast of
thousands. These stories can play out for weeks and involve a huge number of individual toys,
sometimes arranged in armies. INTJ have an amazingly rich fantasy life; the toys themselves are
merely there as place markers for the fantastical scenarios they cook up.