The main guide for this research can be found at A Guide to Spiritual Gifts

Monday, February 12, 2007

The Gift of Knowledge

John Packo’s presentation of the gift of knowledge defines it as the “Spirit-given ability to analyze and systematize biblical truth along with the ability to recall particular segments of truth when needed for a given situation[1].” Peter Wagner sometimes calls this the gift of “scholar” and presents the following observation:
The person with this gift is a lead learner. He is expected to get the truth first and to originate new ideas. He is eager to learn, has a long attention span, and is able to absorb and retain unusual amounts of information. He is a scholar, at home with research, and is often found in the academic world.[2]

Another view of the gift of knowledge is found in Tim LaHaye’s definition: “The ability to learn the facts of God’s creative universe and relate them to His revealed Word[3].” There is little doubt that these descriptions are of INTPs. “INTPs prize intelligence in themselves and others, but can become intellectual diletantes as a result of their need to amass ideas, principles, or understanding of behavior. And once they know something, it is remembered[4].” In describing the gift of knowledge, Alexander Macleod illustrates the connection between understanding and memory:
This gift, as its name imports, consisted in both the understanding and recollection of revealed truth; for the more clearly the judgment perceives, and the more firmly it grasps any fact or proposition, the longer does the memory retain it.[5]

The type of thinking that INTPs apply toward understanding the universe is the same type of thinking that has produced many of our bible commentaries, and they would likely do well in the realm of systematic theology. The following abilities and traits seen in INTPs would surely apply equally to those with the gift of knowledge:
For this type of Rational, the world exists primarily to be analyzed, understood and explained...What is important is that the underlying structures of the universe be uncovered and articulated, and that whatever is stated about the universe be stated correctly, with coherence, and without redundancy ...Architects [Keirsey calls INTPs the ‘architects of ideas’] will learn in any manner and degree they can. If knowledge can be gathered from watching someone or taking some action, then such is worthwhile; if not, then not...[they] seem constantly on the lookout for the technological principles and natural laws upon which the real world is structured.[6]

INTPs, just as those with the gift of knowledge, are attuned to discovery and understanding, not necessarily application:
The INTP is the logician, the mathematician, the philosopher, the scientist; any pursuit requiring architecture of ideas intrigues this type. INTPs should not, however, be asked to work out the implementation or application of their models to the real world. The INTP is the architect of a system and leaves it to others to be the builder and applicator.[7]

Summary: For each of the sixteen personality there is a theme or set of related themes that run through the various descriptions of that type. The INTPs primary theme is the understanding, structuring, and clarifying of ideas and principles. This theme is a very good match with the more conservative definitions of the gift of knowledge.

References

[1] John E. Packo, Find and Use Your Spiritual Gifts (Camp Hill, PA: Christian Publications, 1980), 49.

[2] Peter Wagner, Your Spiritual Gifts can Help Your Church Grow (Ventura, CA: Regal Books, 1979), 218.

[3] Tim LaHaye, Transforming Your Temperament (New York: Inspiration Press, 1991), 489.

[4] David Keirsey and Marilyn Bates, Please Understand Me (Del Mar: Prometheus Nemesis, 1978), 186.

[5] Alexander Macleod, A View of Inspiration, Comprehending the Nature and Distinction of the Spiritual Gifts of the Apostolic Age (Glasgow: John Niven, 1827), 195.

[6] David Keirsey, Please Understand Me II (Del Mar, CA: Prometheus Nemesis, 1998), 205-206.

[7] Keirsey and Bates, 187.

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