Understanding the eight function-attitudes is challenging because they look different in people, varying with a person’s development and personality type. However, we can explore each function-attitude from a psychological angle. That is, how a person responds to the need to engage a function strongly influences what it looks like and how it is experienced. This approach gives us a new facilitative tool.

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A Quick Review
Carl Jung identified four functions: sensing and intuiting as ways to focus attention, and thinking and feeling as ways to make decisions. Jung observed functions develop in an introverted or extraverted attitude. Thus, eight function-attitudes. Later, Isabel Myers described sixteen type patterns. We each have a dominant function and an auxiliary function to provide balance – everyone does perceiving and judging, introverting and extroverting. For example INTJ is defined as preferring introverted Intuiting (dominant) with extroverted Thinking (auxiliary). Beyond the first two function-attitudes, there may be a linear sequence. The location of a function in the sequence indicates what is in consciousness, what is preferred, and our skill level using the function. Table 1 shows the possible linear sequence for INTJ. More developed conscious functions are on the left.

Table 1: functional developmental sequence

Position	1	2	3	4	5	6	7	8
Function	Ni	Te	Fi	Se	Ne	Ti	Fe	Si

This model does not work for everyone, and diverges slightly from Myer’s original hypothesis, which switches the third and seventh functions. This switch was proposed by Harold Grant and others in 1983 and many find it true. Grant proposed that functions develop one after another over a lifetime following this sequence. This model has caught on but seems to miss something.

Organic Growth
When I review childhood memories, I find I am very much like I am now, but less so. That is, my personality was present from the start and I’m still discovering new aspects all the time. When I was six, I created a “crab farm” – a sandbox city populated by crabs, which are plentiful in the Caribbean. Today, at UCLA, I do computer modeling and simulation of complex systems (e.g. virtual worlds with virtual people.) These two activities are strangely similar, and but one example of many! The functions I use are also similar. It seems I engaged in introverted Intuiting and extraverted Thinking when I was six and today these two functions are much more sophisticated and also informed in doses by other functions such as introverted Feeling and extroverted Sensing. For example, I really enjoy taking action as a free spirit in the moment, which comes now and then and reflects what might be called “child-like” extroverted Sensing.

My experience is not surprising since human beings are living systems. The systems perspective says we develop organically – usually gradually, sometimes in punctuated spurts, and always as a whole (not mechanically, one part at a time). A tree is a good metaphor. Each “stage” of the tree’s lifecycle reflects something unique about the tree at that time in its development.

Table 2: lifecycle of a tree

Stage	Tree	Tree’s special qualities	A person
0	Seed	Potential tree with instructions for development	Embryo
1	Sprout	Still connected to and nourished by the seed	Child
2	Sapling	Still soft, pliable and easily shaped by the environment (such as being turned into a bonsai tree!)	Youth
3	Adult	Bears fruit and stays hearty if the environment changes	Adult
4	Mature	Shows character, has history and a role (meaning/purpose) in its environment, and has withstood tests of time	Senior

The stages are “fuzzy.” There is a specific day when a tree bears its first fruit, but that fruit is usually small and inedible. An adult tree with plentiful tasty fruit can take years!

Following this metaphor, function-attitudes do not “turn on” in sequence at set ages. Rather, each type has a functional pattern. The whole pattern is present and operating (“metabolizing”) from the start. The person as a whole matures with experience and time. And each function-attitude continually manifests in new ways (hopefully).

Table 3: lifecycle of a function-attitude

Stage	The experience and response to a function-attitude
0	No awareness, conscious usage or development
1	We experience the function in its instinctual or concrete form; we try to block out, explore, or fixate on the experience; its engagement is rough or child-like.
2	We accept and follow a social/cultural version of the function, or we passively follow the functional process; we are in its grip; its use is rigid or adolescent
3	We “grasp” the function in its many forms; we question, alter, personalize and make it our own, as a tool with many options; its use is complex and flexible.
4	The function is highly differentiated and well-integrated; using it contributes back to the world in a unique way; its use is purposeful, creative and generative.

This approach links back to Carl Jung. Steve Myers and others have recently brought to our attention Jung’s forgotten work on functions. For example, there is a “concrete” (primitive, early) and “abstract” (sophisticated, later) version of each function-attitude. Each function has a “passive” and “active” mode. And engaging a function can result in a “product” in the outer world as well as a mental event. As a person develops a function, he or she tends to engage it in a way that is more abstract, active and sophisticated.

This approach also links to Robert Kegan’s model of human cognitive development. Kegan distinguishes between “having an idea” and “an idea having us”. With maturity we go to a meta-level: from being mostly unaware and in the grip of something to continually gaining new perspectives and making it our own. This mirrors the developmental shift from stage 2 to stage 3. This approach also aligns with several ways people explain the function-attitudes.

Finally, this approach fits with a common matrix that describes 4 stages of learning:

Conscious Competence (stage 3) - we selectively focus attention and choose what what aspects of the process will be most effective, often knowing just the right way to engage the process for success. Aware of how to link the process to other processes. Sometimes over-bearing.	Conscious Incompetence (stage 2) - we're aware of what needs improvement, use the process awkwardly, and we do not understand the process from a wider perspective. We often over-use, under-use and mis-use the process. Often used in service of another leading process.
Unconscious Competence (stage 4) - all aspects of the process are seemlessly integrated with other functions, enabling the process to lead from the background through other processes. We flow with effortless results by creatively breaking the "rules" of the process.	Unconscious Incompetence (stage 1) - most aspects of the process outside our awareness - we do not even know what we are missing. We may arrange our lives to avoid engaging the process or project negative aspects of the process on to others. Sometimes have "beginner's luck" using it.

Example Lifecycle
Introverted Intuiting is more than a font of revelations, realizations, and inspiring visions. It is a cognitive process that we can actively engage to produce a sophisticated result. What happens varies depending on our psychological response when called to engage it.

Table 4: lifecycle of introverted Intuiting

Stage	Engage as	Typical Experience
1	strange experience	experience a premonition or strange "knowing" feel pulled to the symbolic, archetypal or mysterious suddenly realize an "ah ha!" answer out of no where
2	magical guide	follow a vision or dream of how things will be in the future rely on a focal device or symbolic action to predict or transform gain a profound realization from a mystical state or catharsis
3	cognitive tool	freely produce complex insights into problems and issues not yet encountered enhance oneself for a situation by bringing in other aspects of oneself foresee results of applying intuitive insights and pre-adjust
4	growth catalyst	create by partnering with the unconscious conceive of symbolic or novel ways to understand things that are universal create transcendent experiences or solutions that transcend a problem

The “stages” are for organizational purposes and reflect points along a continuum. Typically, if introverted Intuiting is dominant, then stages 1 and 2 show in childhood, stage 3 shows in adolescence and one’s twenties, and stage 4 hopefully shows somewhat later. Where we are is somewhat “fuzzy.” A thirty-something INFJ or INTJ may function at stage 3 on a daily basis, visit stage 4 during peak moments of creativity and leadership, and respond from stage 2 when under stress or playing around. Other personality types mature into introverted Intuiting more slowly and get less successful results. For personality types that use introverted Intuiting as a second, third or sixth function, an adult ENFJ, ENTJ, INFP, INTP, ISFP or ISTP would likely engage introverted Intuiting at stage 1 or 2, with peak moments at 3 if well developed.

Our human inheritance provides us with instinctual stage 1 experiences. For introverted Intuiting, archetypes and a capacity for mystical experiences are hardwired into the brain. For stage 2, culture provides both socially-normative and alternative ways for us to engage each function. Most “magic guides” such as tarot readers or secret societies are outside mainstream society but the culture provides these for us. In contrast, stage 3 is our personalized cognitive toolbox. It is diverse and sophisticated. We use it toward personal ends, whether to help solve a scientific mystery, creatively build a business, or further develop our human potential. Broadly, usage allows us to solve problems that do not yet exist and provides insights into issues we have not yet faced. (This is “active” foreseeing.) Stage 4 is a synthesis of the others. The result of engaging it shifts people and paradigms, and produces heroic results.

Note: A person “engages” a function. This does not necessarily mean the person consciously decides to use the function. Rather, the person as an organism or whole system is engaging in the function. A person might engage a function unconsciously. This definition moves us away from thinking of functions as entities or “homunculi” that act separately from the organism.

Facilitating Change
This model suggests opportunities and psychological responses for development along a spectrum. Commonly, we want to move a client from one place to another. Leaping from stage 1 to stage 3 won’t work well because stage 2 is missed. We can’t just change a sprout into an adult oak! Similarly, it’s not enough that two clients share functional preferences. Each person may engage a function from a different place! Knowing where to bridge differences within a function is a whole new tool.

Example Process
Sometimes a client sees all or nothing – either the primitive or most sophisticated aspects of a function. For example, extroverted Sensing is often defined as “perceiving tangible data through the five senses”. This is a concrete passive understanding. At the other end of the spectrum, when we observe mature people with dominant extraverted Sensing, we marvel at their ability to actively engage the world and smoothly make an impact on their environment. They are quick yet relaxed, unassuming yet full of results, strong in presence and magnetism yet freely accommodating of others. What lies between one end of the spectrum and the other? Beyond focusing on sensory data, most people journey further into extraverted Sensing by allowing some tangible immediate context or instinctual impulse to guide their actions. This is more than taking in sensory data but it is still passive psychologically-speaking. The experience is driven or “formatted” by something given to us – the context and our impulses. The function may quickly “have us” as we allow it to take us where it will. Perhaps we act in ways we later regret! The context we experience is also a product of culture, so our experience is heavily defined for us. Further along the spectrum, we grab hold of, get comfortable with, and own the function. We engage extroverted Sensing in a way that is more cognitive and sophisticated. We compose, operate, expedite and produce. The process is active, abstract and personal. We engage a context and act quickly with ease and enjoyment without losing our selves in it, because we have awareness of limits, sufficient accumulation of relevant facts, honed senses for key cues, and links to other functions that enhance our usage. The whole approach is one of relaxed immersion, with supporting values or criteria in mind. The musician engaging in extroverted Sensing plays for enjoyment and has no standards or goals yet gets striking results. Only at this point is someone ready to engage extroverted Sensing in its most mature form, which brings together all aspects of the function and includes other people to produce generative results.

Working Together
We use the eight functions together, often to enhance or delimit our dominant function. An INTJ or related type engages introverted Intuiting, resulting in numerous images of the future, complex concepts and apparent realizations. All are of equal potential. Now what? The INTJ might further engage introverted Intuiting, for a meta-perception or more complete picture. Or she engages introverted Feeling to choose which insights are important and believable in terms of her value system. She might engage introverted Thinking to check for consistency or improved definition against a general principle or model. She might engage extroverted Thinking or extroverted Sensing to decide which insights are useful or notice which ones match external facts. And so on.

Additionally, John Beebe has proposed a psychological “spine” and Linda Berens has proposed a general “tandem” principle. The principle proposes opposite functions can work together productively. For example, introverted Intuiting and extroverted Sensing are opposites that may be engaged back and forth for powerful results.

• get an image of a future reality and gather data and take actions to make it real
• allow your unconscious to help you experience being someone else for a time
• explain a complex impression that articulates something profound about the real world
• foresee the tangible outcome of acting on an intuitive insight and pre-adjust accordingly
• make space to tangibly express the intense impression of something imagined
• interpret an experience as having multiple levels, each level connecting up to the next
• get insights on how to handle issues you have yet to face or solve problems that do not yet exist
• select a particular mindset or sensibility to understand an experience
• stop and block out all external stimuli to focus on tapping into and shaping an answer to a problem

Un-engaged Functions
What happens when a function is rejected? For example, someone uses extroverted Intuiting center stage for heroic results and rejects extroverted Sensing, relegating it to a “negative” shadow role. Both of these functions are used to perceive the outer world but they are used to focus attention in diametrically opposite ways. They play the same role but interfere with each other and cannot be engaged well together. In this situation, the dominant extroverted Intuitive:

• has intuitions about the physical environment instead of experiencing it directing
• talks about potential actions but delays action or acts in a chaotic disjoint way
• shuts out unpleasant sensation and bodily demands instead of bringing mind and body together as one (for example: the mind disassociates during exercise)
• brings in other contexts (what’s out of sight is most on their minds)

Beebe’s Archetypes
John Beebe links each functional position to an archetype. Table 5 shows INTJ. Which function links to which archetype is type-specific. (Archetypes are linked to positions, not functions.)

Table 5: archetypical relationships

Position	1	2	3	4	5	6	7	8
Function	Ni	Te	Fi	Se	Ne	Ti	Fe	Si
Archetype	Hero/Heroine	Father/Mother	Eternal Child	Anima/Animus	Opposing Personality	Senex/Witch	Trickster	Demonic Personality

This is compatible with a developmental spectrum. When we respond to a function in a primitive way or lose balance, we or others experience the unhealthy archetypal side of that function. If an INTJ engages extroverted Sensing to just do whatever she feels like and gets lost in the moment, then she my experience the Animus in a good way but others around her may experience something less pleasant. She may regret her unhinged state of mind later as well when introverted Intuiting returns to the helm. The result, archetypically speaking, is more positive when the function is engaged in a more mature (abstract, sophisticated) way and includes a cast of supporting functions.

Realistic Development
The dominant function is “captain” of our psychological ship. The dominant and auxiliary functions develop fastest and earliest, and each usage of non-preferred functions is potential cause for celebration and a doorway to change. After midlife we often feel an overall shift. A metaphor is a teeter-totter. Early on, we emphasize developing the active mature forms of our preferences (mainly, dominant and auxiliary). Later, we more often engage the passive forms of our non-preferences. This shift creates a sense of introspection, re-evaluation, and broader perspectives, even as we continue to actively use our preferences. This may make clear self-identification of our personality type more difficult unless we understand that engaging non-preferred functions at stage 1 or 2 is not the same as engaging our preferences at stage 3 or 4. This also helps explain how we can understand the function attitudes and explore them without necessarily being able to actively use them in a sophisticated cognitive fashion.

An Unfolding Pattern
Table 6 illustrates an example pattern of development over time, where each function-attitude emerges along a spectrum. The table is incomplete in that it only shows birth until midlife. The example may be overly generous and represent an ideal. Perhaps type knowledge alters development, and some people may develop idiosyncratically because of unusual environmental demands and opportunities. Limited resources may block development. In any case, the result is an unfolding pattern – the typical adult is similar to but more than the child.

Table 6: illustrative pre-midlife development

Function	INTJ	Child	Adolescent	Young Adult	Adult
1 2 3 4 5 6 7 8	Ni Te Fi Se Ne Ti Fe Si	stage 1, 2 stage 1	stage 3 stage 2 stage 1 stage 1	stage 3 stage 2   stage 1 stage 1	stage 4   stage 3 stage 2   stage 2

Eight function-attitudes plus 4 ways of responding to each equal 32 categories total. If we explore and develop 3 or 4 a decade, which may be typical, then it takes half a life to develop half of ourselves, and a lifetime to have a taste of the sum potential of our human nature.

Concluding Remarks
An organismic approach is valuable. It stays with an accepted understanding of function development and dynamics. It is a flexible tool. There are specific aspects and approaches to each function to look for. It helps gauge maturity. It fits with an organic “metabolic” understanding of human nature – early on, multiple functions are available to engage, and over time our usage matures as a whole. This model also defines the functions in a way that keeps expectations realistic. I believe that the function-attitudes are far richer and worthy of far more exploration than we usually imagine, but we can still keep the model simple and useful.