The purpose of this study was to delineate the implications of language within an educational context as a means of facilitating self-actualization. Three premises identified in a priori fashion were drawn from the literature in linguistics, psychology, and general semantics, creating a three-part language continuum--acquisition, development, and experience. The first argument reasons that language, viewed as an innate biological aspect of the student, may facilitate self-actualization. This innate language structure, in turn, facilitates creativity, self-discovery, and expression of inner self. The second argument allows that language development and intellectual development, being interrelated, contribute to self-actualization. The third argument deduces that through the extensional devices of dating, indexing, and the hyphen, the student is able to relate language, in an isomorphic sense, to a world in process; this, in turn, provides a means by which change, variability, and wholeness can be integrated into his or her perceptual field. (Author/LL)