1s take on an inner role of the principled person. The principled person does not necessarily see themselves as perfect - rather they are perceived, even if only in retrospect, as rather fallible - but they always reorient themself to the right path, the path that ought to be taken. There is an internal containment of energy that keeps the principled person within their lines, facilitated by the superego who continually institutes a critical thought, feeling, or impulse. The principles of the principled person need not be ethical; they can also exclusively be intellectual and/or procedural.

1s have an inner setting of the narrow path. The narrow path is a territory with delineated proper boundaries, where if you rely only on fate and desire, it is easy to get pushed over the line. An internal alarm alerts the principled person when this is about to happen, but it relies on perceiving lines to activate. As anger intensifies, it accelerates the principled person until the lines on either side of the narrow path are blurred. That is why it is important for the principled person to be facing the right direction and to have proper control over the situation before releasing their will. However, suppression leads to increased frustration which makes it harder for the principled person to steer.

1s take on an outer role of the teacher. The teacher expresses principles in such a way that they can be internalized by others. There is usually a criticism, followed by a demonstration of the teacher’s principles, refined through years of pedagogical improvements. The teacher gives lessons to distill principles, and marks well for improvement, whilst becoming impatient with a lack of effort or change.

1s have an outer setting of the mission. The mission includes a vision and a predetermined course of action. The teacher feels that the world should be a certain way, and that a specific process should be taken to bring change about. The mission is not their own, rather it transcends the self and carries a transcendent rightness or holiness; the mission should be adopted as a matter of principle, because it is simply the right thing to do.

1's externalization pattern is right action. Note that internalization/externalization create a cyclic pattern within the type structure. If the preceding internalization was “wrong” then right action becomes righteous indignation at the stimulus. If the internalization was “right” this becomes adding impetus to the cause or fueling. Right action is expressed to others through lessons, the 1’s communication style. Lessons consist of evaluations followed by criticisms and demonstrations fueled by (frustrated or supportive) impulse which serve as appeals to the right way.

1's internalization pattern is through forming right/wrong impressions, which combine with superegoic impositions to form the internal critic. Incoming information is evaluated on the basis of whether or not it belongs in the narrow path inner setting. If it strays slightly outside, there’s a feeling that it can be harnessed and pulled back onto the path. If it is far from the path, a speck on the horizon, a pale blue dot, it becomes a counterexample for those the teacher is teaching (those on the mission). There’s also a temporal and self-comparing component: has the teacher managed to stay on the straight and narrow or have they gradually strayed off? Are others setting better examples of the teacher's principles?

1s have a past orientation of the right all along. The right all along has made mistakes, but ultimately was correct because they followed their compass. The right all along tends to have a set of mistakes that are referred to with disdain or even humor, but the lesson was learned, the situation repaired, and the mistake had a kernel of rightness in it nonetheless. If a mistake is not recognized or if the situation was not repaired, the right all along becomes furious that their surroundings did not bend to the mission and something will have to pay for the wrongdoing.

1s have a present orientation of the exemplar. An exemplar will behave in a manner they see as the correct way to be. This often includes the suppression of desire that has the display of a moral act, a better procedure for completing a task, or a better way of implementing justice or rightness. The exemplar realizes they are the front of the mission they are trying to advocate, and feel like a primary factor in its implementation, so it is extra important to stay self-controlled so as to avoid doing anything that might jeopardize the mission.

1s have a future orientation of the refiner. The refiner will improve their surroundings by subjecting them to criticism. The refiner is creating a “better place” through their will, setting an example, following their compass. The refiner knows how things can be made better and knows that part of their destiny is to fix/repair things to create change. There is a conviction that the refiner is going to make great or persisting changes in their environment.

The right all along, exemplar, and refiner benefit from letting go (the solution). This does not mean compromising or getting rid of ideals, but rather becoming more open and compassionate to whatever misses the mark and trusting that if others can see the ideal, they will choose it if it is right for them. 1s can look to the forgiver as an exemplary character.

The forgiver does not see a mistake as a personal failing, but as a necessary step in the process of growth. We make mistakes all the time, and the forgiver can convey a powerful message by showing how our mistake can be used to learn a meaningful and important truth with warmth and compassion.