In the realm of education and support systems, a critical question arises: Are we molding individuals to fit pre-established systems, or are we tailoring systems to empower individuals to thrive? Historically, many systems, particularly within education and social services, have operated under a system-centered model. This approach often starts by categorizing individuals based on perceived needs and deficiencies, inadvertently defining them through the lens of what the system requires for funding and service delivery. This traditional, system-centric approach contrasts sharply with a more progressive and humanistic philosophy centered around the individual, paving the way for what we term “Open Future Learning.”
System-centered methodologies often mirror a medical model, inherently assuming a deficit within the individual that the system is tasked with rectifying. This perspective leads to an investment in identifying shortcomings, creating standardized treatment or education plans, and essentially aiming to ‘fix’ individuals before they are deemed ready to fully participate in society. Such models, while intending to be supportive, can inadvertently limit potential and overlook the inherent strengths and capacities of each person.
Person-centered planning offers a profound alternative. It fundamentally shifts the focus, asserting that individuals are not entities belonging to systems, but rather to themselves, their families, and their communities. By recognizing and nurturing the unique capacities individuals bring, and by understanding communities as the vital spaces for contribution and citizenship, our entire paradigm shifts. The question transforms from “How do we fit individuals into existing systems?” to “How do we bolster individuals to lead fulfilling lives within their communities?” Subsequently, systems and services are viewed as resources to be strategically utilized to support these individual aspirations, rather than as controlling frameworks.
Services, in themselves, are not inherently negative. However, they are often structured and operated to serve their own institutional purposes. A robust person-centered planning process challenges the conventional utilization of these services. It advocates for a fundamental reconfiguration, urging services to become more adaptable and responsive to the specific needs and desires of individuals within their chosen communities. This shift is crucial for fostering “open future learning” environments, where the emphasis is on personalized growth, community integration, and empowering individuals to shape their own learning journeys and life trajectories. Beth Mount, a leading voice in this movement, aptly encapsulates this philosophy: “a good person centered planning process calls into question the way we use services and invites us to really change the way most of our services are configured to be more responsive to the people and the way that they want to live in the communities that they are in.”
Ultimately, embracing person-centered planning is pivotal in realizing “open future learning.” It necessitates a move away from rigid, system-defined pathways towards flexible, individualized approaches that honor each person’s unique potential and community context. By prioritizing the individual at the heart of the learning process, we unlock truly open and promising futures for all learners.
