The 4 Pillars of Education

Four Pillars of Education Learn to Know Learn to Do Learn to Live Together  Learn to Be

Lamadrid-Catublas, blas, Prepared by: Hazel Anne C. Lamadrid-Catu RPh, MS Pharm

Course: PhD. Education Subject: Educational Sociology Submitted to: Dr. Florante C. Garcia Chairperson, Education Department

he ! Pillars o" #ducation Education is at the heart of both personal and community  development; its mission is to enable each of us without e!ception to develop all our talents to the full and to reali"e our creative potential including responsibility for our own lives and achievement of personal aims# $ac%ues Delors &Delors '(() p '*+

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,mplies learning how to learn by developing one-s .oncentration /emory  s0ills and 1bility to Thin0# ,nvolves the development of Knowledge and 20ills that are needed to

function in the world# These s0ills include Literacy 3umeracy and .ritical Thin0ing# People have to learn to understand the world around them by combining a su4ciently broad general 0nowledge with the opportunity to wor0 in depth on a small number of sub5ects# This also means learning to learn &autonomous learning+ so as to bene6t from the opportunities education  provides throughout life# 1s a result of learning the person is transformed 7 they are more Enlightened more Empowered more Enriched# Learning to Know helps individuals to8  Develop values and s0ills for respecting and searching for 0nowledge and wisdom

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 Learn to learn  1c%uire a taste for learning throughout life Develop critical thin0ing  1c%uire tools for understanding the world  .reate a curious mind=learner >nderstand sustainability concepts and issues

,n summary; Learning to Know helps with the 0nowledge and information needed to wor0 in a globali"ed information society and 0nowledge economy and the tools for learning how to learn and to independently ac%uire 0nowledge#

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Learning to Do describes putting 0nowledge and learning into practice innovatively through8 &'+20ill development  &9+Practical 0now?how &:+Development %ualities aptitudes

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life

s0ills

competence

personal

and attitudes# ,nvolves the ac%uisition of s0ills that are often lin0ed to occupational success such as computer training managerial training and apprenticeships# ,denti6es wor0?related values for technical and vocational education and training that contribute to the development of the whole person; the wor0er  and the citi"en with the 0nowledge values attitudes behaviors and s0ills needed to be able to participate fully and wor0 e@ectively ethically and responsibly in a globali"ed world# ,n order to ac%uire not only an occupational s0ill but also more broadly the competence to deal with many situations and wor0 in teams# ,t also means learning to do in the conte!t of young  peoplesA various social and wor0  e!periences which may be informal as a result of the local or national conte!t or formal involving courses alternating study and wor0# represents the s0illful creative and discerning application of 0nowledge one must 6rst  learn how to learn e@ectively how to thin0 creatively critically and holistically and how to deeply understand the information that is presented and its systemic implications for individuals and for society in both the short  and longer term#

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Learning to live together in peace and harmony is a dynamic holistic and lifelong process through which &the shared values+ are internali"ed and  practised# The process begins with the development of inner peace in the minds and hearts of individuals engaged in the search for truth 0nowledge and understanding# ,nvolves the development of social s0ills and &'+ values such as respect and

&9+ concern for others social and &:+ inter?personal s0ills and an appreciation of the diversity of the orld# Discovery of other people 8  Teach pupils and students about human diversity #

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,nstill in them an awareness of the similarities and interdependence of all people# 

.hildren should be taught to understand other people-s reactions by loo0ing at things from their point of view# 

Teaching the history of religions or customs can provide a useful reference tool for molding future behavior# 

Cecognition of the rights of other people should not be  5eopardi"ed by the way children and young people are taught # 

  ,ntroduce young people to collaborative pro5ects from an early age# 

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 ,nvolvement of teachers and pupils in common pro5ects

can help to teach a method for resolving conicts and provide a valuable source of reference for pupils in later life# Learning to live appropriately with others is important in our everyday lives  from life in the school family and community to the special problems of  adolescent relationships#

Learning to live together in the wider society re%uires awareness of and respect for human rights and the responsibilities of local national and global citi"enship# Learning to live together as responsible citi"ens can help reduce tensions due to ethnic or other divisions and social disparities which contribute to the instability or civil conict seen in many nations today#

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Ceferences8

The all?round development of the whole person to ful6ll his=her highest potential and be able to thin0 decide and act  independently7 the source of creativity innovation and entrepreneurship# The aim of development is the complete ful6llment of man in all the richness of his personality the comple!ity of his forms of e!pression and his various commitments ? as individual member of a family and of a community citi"en and producer inventor of techni%ues and creative dreamer# ,nvolves activities that foster personal development &body mind and spirit+ and contribute to creativity personal discovery and an appreciation of the inherent value provided by these pursuits#  1ll people should receive in their childhood and youth an education that e%uips them to develop their own independent critical way of thin0ing and 5udgment so that  they can ma0e up their own minds on the best courses of  action in the di@erent circumstances in their lives# ,n that  connection education must not disregard any aspect of a  persons potential8 memory reasoning aesthetic sense  physical capacities and communication s0ills# Learning to beA may therefore be interpreted in one way as learning to be human through ac%uisition of 0nowledge s0ills and values conducive to personality development in its intellectual moral cultural and physical dimensions#

1. The  Pillars of Education retrieved from http8==www#slideshare#net=statisense=the??  pillars?of?education last July 2, 21!. 2. Canadian Council on "earning, Composite "earning #nde$ %&ESC' resources

(.  Ghou 3an? Ghao# Four Pillars of LearningA for the Ceorientation and Ceorgani"ation of  .urriculum8 Ceections and Discussions retrie)ed *rom http8==www#ibe#unesco#org=cops=.ompetencies=PillarsLearningGhou#pdf last July 2, 21!.

+. %&ESC'. 1--!. /he *our pillars o* education described in Chapter + o* "earning: /he treasure 0ithin:  report to %&ESC' o* the