Beautiful analysis, thank you. To take your analysis one more step, I would like to break out the "I" component of your model a bit further. The "I" could com

Beautiful analysis, thank you. To take your analysis one more step, I would like to break out the "I" component of your model a bit further. The "I" could comprise of "N" (inner nature/general intelligence) and "B" behavior, as I believe behavior can fluctuate independently of inner nature/intelligence and so should perhaps not be grouped. Most behavior (B) early on arises out of primary influences. These influences are mostly people who one idolizes or looks up to, which depends some on one's inner nature (N). For some, the family (F) is the main influence and role model, other times friends/peers (P) are, and other times other societal influences (movies, media, community, etc.) are the leading influencers. Within schools, where a large part of a child's life is spent, teachers (T) are the primary influencers. Given this, and given that influencing children is easier than influencing parents/adults/community/media, reeducating or focusing on teacher quality sounds like a good option. The "T" improvement would then improve the "B", the "B" improve the "P" and "F", and life would be very hypothetically good. S = ?F + ?P + ?B + ?T + ?N So here I'm not saying that teachers are a primary fault for the problems, however my main point is that I do believe they can supply massive positive influence (just like the P and F can), which in most cases they aren't doing. Perhaps this shows that the role of a teacher needs to be rethought from authoritative instructor focusing on knowledge transfer; to friend, mentor, care-taker, and personal guide to each individual in hopes of supplying inspiration.