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learning what they are supposed to know. Everything else is pointless busywork once that goal is
reached, and things such as homework, practice, study, and other measurements of “how well you
know the material” are superfluous.
It is normal for INTJs to impress adults with early or above-average abilities in reading, writing, art,
math, etc.--you name it. Thirsty for knowledge, they begin the acquisition process years ahead of
their peers and usually stay ahead. It may be something of a revelation for INTJ youngsters to
discover how less-educated-than-them their classmates are. Still other INTJs go through life
puzzled at why everyone is surprised that they can do stuff which they themselves regard as
ordinary. “Can’t everyone do that?” they wonder. They don’t understand why others view learning
as so hard. Doesn’t everyone read the encyclopedia for fun? INTJ children may read every book in
the classroom or school library just for the heck of it. They may read in class, perhaps secretly or
with the teacher's tacit permission.
There is a huge difference between a love for learning and a love for explaining and discussing the
things one learned. INTJs are quite interested in the former, but the latter can bore them to tears.
Alas, because teachers must prove that a student understands the material, they require students to
create documentation that learning has taken place. (This documentation takes the form of
homework assignments, essays, projects, reports, class discussions, etc.) INTJs find that while they
enjoy the actual learning—studying mathematical principles, doing the experiment, reading the
book, etc.—they hate the unnecessary paperwork that comes in afterward because it offers no new
learning opportunities and little intellectual challenge. It's sort of like being forced to write a
tutorial on every single new skill you learn in order to prove that you really know it. In terms of
intellectual stimulation, this is about as pleasurable as eating a delicious meal, then regurgitating it
and eating it again.
The only marker of achievement that the INTJ actually values is the test. If they do well on the test,
they see no point in any further measurements of their knowledge. Their goal is results, not
methodology.
Teachers and Assignment Requirements
If an INTJ is "cooperative" and willing to grind away at the homework, they may become the
teacher's pet because of their love of learning. However, other INTJs earn their teachers' dislike by
questioning them in front of the class and arguing over their conclusions. An INTJ may argue that
an assignment is unnecessary, debate the requirements, or insist on a creative reinterpretation of the
parameters. They may also ask technical questions that their teachers cannot answer. If the teacher
makes a spelling or math mistake on the board, the INTJ will helpfully correct them.
Teachers, for some strange reason, may come to see the INTJ as antagonistic and may even believe
that the INTJ is deliberately trying to make them look bad. (They may not even be wrong.)
Usually, however, the INTJ just wants accuracy.
INTJs will also ask questions like these:
• “Why do I have to work with a group/partner?”
• “Why can’t I bring my book out to recess?”
• “Why do I have to show my work if I can do it in my head?”
• “Why do I have to do this assignment if I already understand it?”
• “Why do I have to take notes if I never use them?”