ABSTRACT
The notion of potential is not only a hoary metaphysical idea that has come down to us from ancient Greek philosophy. It is also widely operative in the practical thinking of parents, educators, planners and policy-makers in the contemporary world. Teachers, examiners, and counselors assess the potentials of students. Attributing the possession of given potentials to some, they deny it of others. Whereas, however, lack of a given potential precludes its realisation, possession of the same potential by no means guarantees it. Thus attribution of potential opens the further question of realisation: what courses of study and training, what forms of practice or life experience would help given students to realise their evident potentials? This question is obviously of central importance to students, parents, educators and planners.
