Possibility.

"C'mon, live up to your potential."

"It's sad, he had such potential."

When parents, teachers, and administrators use the word "potential" to describe the abilities of their students, they are insinuating that we all have a defined, pre-destined set of latent, undeveloped skills and talents. Further, it is inferred that, in the event that these talents never manifest, it is the direct result of laziness or inattention, usually on the child's part, if not also the parent's.

Although I do not disagree that environment plays an essential role in development, I don't think that there is a predetermined "cap" on an individual's abilities. By designating some children as having "potential" (the gifted and talented), and by putting them into special classes and programs, we are labeling them and limiting others. In the saying that one has "so much potential" also lies the belief that one has only so much potential.

Instead, I support the use of the word "possibility". If we raise children in a world where there are endless possibilities, where anything can happen if we only try, and where one can always imagine new things, we encourage imagination and creativity, while liberating and empowering them to choose their own destinies. It has been observed by many in everyday life, of course, that a person is most likely to go along with a plan when he or she has choices. Opening up the world to possibilities also gives the child the power to choose what he or she would like to do - whereas if his or her life's path were already chosen, they would only choose to fulfill their destiny or to not do so - and they will be more likely to succeed.

According to Ian Hacking, "possibility is in disrepute both because it seems indefinable and because there seem to be no criteria for telling when two apparently different possibilities are really the same"..."anything not logically impossible is logically possible".

Werner says that "Possibility is a declaration of what we create in the world each time we show up." Each time the teacher steps into the classroom, he or she must consciously bring with him or her the possibility of excellence, community-building, meaningful teaching and learning. In turn, when a student wakes up each morning to embrace his or her possibilities, he or she will face a day of meaningful experiences that can lead in whichever direction he or she may choose.

Referenced:

* Ian Hacking
* The Philosophical Review, Vol. 76, No. 2 (Apr., 1967), pp. 143-168
* Published by: Duke University Press on behalf of Philosophical Review
* Stable URL: http://www.jstor.org/stable/2183640

* Reasons, Values and Community in Moral Education
* Colin Wringe
* British Journal of Educational Studies, Vol. 46, No. 3 (Sep., 1998), pp. 278-288
* Published by: Blackwell Publishing on behalf of the Society for Educational Studies
* Stable URL: http://www.jstor.org/stable/3122084