The Forgotten Foundation: Why Cognitive Psychology Should Be Taught in Schools

A Gap in Childhood Development

In childhood, we’re taught math, grammar, and history, but rarely do we learn how to understand ourselves. Imagine being given a guide to your mind as a child—a map that reveals your strengths, natural tendencies, and areas where you might struggle. This isn’t just an idea; it’s what Carl Jung’s cognitive functions could offer. Yet, this knowledge remains absent from education systems around the world.

When I discovered Jung’s eight cognitive functions and the MBTI (Myers-Briggs Type Indicator) framework, it changed my life. It was shocking to realize such a powerful tool had been left out of my education. If I’d had access to this knowledge as a child, I could have made better decisions, understood myself more deeply, and grown faster.

The Cognitive Blueprint

Jung’s eight cognitive functions describe how people process information and make decisions. They include:

• Introverted Intuition (Ni): Spotting patterns and focusing on big-picture ideas.
• Extraverted Thinking (Te): Organizing and solving problems logically.
• Introverted Thinking (Ti): Analyzing and refining ideas deeply.
• Extraverted Feeling (Fe): Seeking harmony and considering others’ needs.
• Introverted Feeling (Fi): Staying true to personal values and beliefs.
• Extraverted Sensing (Se): Engaging with the present moment and physical world.
• Introverted Sensing (Si): Reflecting on past experiences and traditions.
• Extraverted Intuition (Ne): Exploring possibilities and brainstorming ideas.

Each person has a unique hierarchy of these functions, influencing how they think, feel, and act.

My Example: An INTJ Perspective

As an INTJ, my dominant function is Introverted Intuition (Ni). I naturally focus on long-term goals and hidden patterns. My second function, Extraverted Thinking (Te), helps me turn these ideas into actionable plans. However, I struggle with Extraverted Sensing (Se), which means I often overlook immediate details in my environment.

Learning this helped me understand both my strengths and challenges. If I’d known this as a child, I could have used my strengths more effectively and worked on my weaknesses constructively. Instead, I spent years doubting myself and trying to fit into systems that didn’t suit me.

The Problem With Education

In the UK, my education emphasized conformity over self-discovery. On the playground, children obsessed over football and trends, while in class, we memorized facts or visited art galleries without meaningful context. What I needed was a way to understand myself—a tool to help me figure out who I wanted to be. Instead, the system prioritized fitting in over introspection.

Imagine if schools approached children differently. A child who loves organizing their room wouldn’t be called “obsessive”—they’d be recognized as having strong Extraverted Thinking skills. A quiet, reflective child wouldn’t be labeled “shy”—they’d be understood as someone with Introverted Feeling. Insights like these could reshape education, parenting, and relationships.

Discovering Cognitive Functions Later in Life

I didn’t learn about cognitive functions until I was 22. When I did, it was like a lightbulb went on. This framework explained so much: why I struggled in some areas, excelled in others, and made certain life choices.

It didn’t just help me understand myself; it also improved my relationships. By understanding how others think, I could approach interactions with more empathy and insight. If I’d had access to this knowledge earlier, it could have made an even greater impact.

Why Understanding Matters

Cognitive psychology moves us beyond labels and assumptions. For example:

• A highly organized child isn’t “controlling”—they may excel at creating structure.
• A daydreamer isn’t “unfocused”—they may have strong imaginative abilities.
• A child who enjoys group activities isn’t just “social”—they may excel at creating harmony.

These distinctions matter because they shift the focus from labeling behaviors as “good” or “bad” to understanding them as natural expressions of personality.

A More Nuanced Approach to Education

Imagine a school system where teachers recognize and nurture different ways of thinking.

• A student with Introverted Intuition (Ni) could be given space to process abstract ideas.
• A student with Extraverted Feeling (Fe) could lead group discussions and learn through collaboration.

Instead of forcing children into the same mold, this approach would honor their individuality. Cognitive functions are more than theory—they’re practical tools that can help us create environments where children thrive.

Application of Cognitive Functions in Education

Reflecting on this framework, it’s clear that integrating cognitive functions into education could transform how we teach and learn. Here’s how this could work:

Phase 1: Foundational Learning (Ages 5–12)

• Focus: Build basic literacy, numeracy, and critical thinking while observing natural tendencies.
• Observation: Teachers notice how students approach tasks:
  • Do they prefer structure or creativity?
  • Are they reflective or group-oriented?
  • Do they focus on sensory details or abstract ideas?
• Documentation: Observations are recorded to begin building a profile of each child’s cognitive preferences.

Phase 2: Cognitive Function Testing (Ages 12–13)

• Testing: Students take various tests to identify their cognitive function hierarchy.
  • Physical Tasks: Solving puzzles or organizing tasks to assess Te or Ni.
  • Social Scenarios: Role-playing to evaluate Fe or Fi.
  • Creative Expression: Storytelling or brainstorming to assess Ne or Si.
  • Practical Problem-Solving: Real-world challenges to identify Se.
• Outcome: Results reveal each student’s cognitive hierarchy, providing insights into their strengths and preferences.

Phase 3: Personalized Curriculum (Ages 14–18)

• Learning Tracks: Students are placed in tailored tracks:
  • Creative Thinkers: Philosophy, design, and abstract problem-solving.
  • Logical Thinkers: STEM fields and project management.
  • Empathetic Thinkers: Psychology, teaching, or community work.
  • Action-Oriented Thinkers: Vocational training or performance arts.
• Flexibility: Students can explore multiple tracks to prevent limiting their growth.

Phase 4: Ongoing Refinement (Ages 18–21)

• Higher Education or Training: Students build on their cognitive strengths in university, college, or apprenticeships.
• Mentorship: Pair students with mentors whose strengths align with theirs.

Phase 5: Lifelong Application

• Career Alignment: Graduates enter the workforce understanding how they function best.
• Adaptability: Cognitive frameworks can be revisited throughout life to adapt to changes in goals or environments.

Benefits of This Approach

• Efficiency: Tailored education reduces wasted time and resources.
• Engagement: Students stay motivated when learning aligns with their natural abilities.
• Social Skills: Understanding oneself and others improves empathy and communication.
• Workforce Readiness: Graduates are prepared for roles that suit their strengths.