THE FOUR PILLARS

OF EDUCATION

Presented by
Mark Angelo C. Purio
INTRODUCTION
Stresses that each
individual must be
equipped to seize
learning opportunities
throughout life, both to
broaden his/her
knowledge, skills and
attitudes, and adapt to
the changing, complex
and interdependent
world.
Four Pillars of Education
Learning to know

Source: UNESCO-APNIEVE Sourcebook

Learning to know
Learning to KNOW
the emphasis has to be on combining a
sufficiently broad general education with the
possibility of in-depth work on selected
number of subjects lifelong education

implies that how to learn by developing

ones concentration, memory skills and
ability to think.

Concerned less with the acquisition of

structured knowledge but more with the
mastery of learning tools.
Learning to KNOW
Benefits
Encourages greater intellectual curiosity
Sharpens critical faculties
Enables people to develop their own
independent judgments on the world
around them
From this point of view,
All children no matter where they live must
have a chance to receive an appropriate
education throughout their lives.
Learning to KNOW
Since knowledge is multifarious and capable
of virtually infinite development, any attempt
to know everything becomes more and more
pointless.
A truly educated person needs a broad
general education and the opportunity to
study a small number of subjects in-depth.

Thinking is something children learn first from

their parents and then from their teachers
Practical problem-solving and abstract thought
Combined deductive and inductive reasoning
Learning to KNOW
Students need to develop learn-to-learn
skills
Learning to read with comprehension
Listening
Observing
Asking questions
Data gathering
Note taking
Accessing, processing, selecting and using
information
Learning to KNOW
Role of the teacher
As facilitator, catalyst, monitor and evaluator
of learning

The process of learning to think is a long one

and can be enhanced by every kind of human
experience.

As peoples work becomes less routine, they

will find that their thinking skills are
increasingly being challenged at their place of
work.
Learning to do
Learning to DO
Entail the acquisition of a competence that
enables people to deals with a variety of
situations, often unforeseeable, and to work in
teams, a feature to which educational methods do
not at present pay enough attention.

Demonstrates that in order to learn to live and

work together productively and harmoniously,
find peace within ourselves,
expand our acceptance and understanding of others,
continually strive towards living the values which
enables us to contribute more fully to the society
Learning to DO
Education,
must contribute to the all-around
development of each individual-mind and
body, intelligence, sensitivity, aesthetic
sense, personal responsibility and spiritual
values.

Not only as putting knowledge and learning

into practice innovatively through skill
development of competence, life skills,
personal qualities, aptitudes and attitudes.
Learning to DO
Faure (1972) reaching out to embrace the
whole of society and the entire lifespan of the
individual
The need to adapt education and training

Delors Commission key to the twenty-first

century essential for adapting to the
evolving requirements of the labor market
and for better mastery of the changing time-
frames and rhytms of individual ecistence.
Lifelong learning accentuated by
increasing globalization and free trade
Learning to DO
Employers and businesses to discriminate unfairly
based on
Gender
Disability
Race
Religion
Language
Ethnicity
HIV/AIDS
Other factors giving preference to family, friends, associates
or those will to offer bribes
There is a need to into education and training values
such as equity and equality and human rights issues
which acknowledge the right of all to safe and fulfilling
employment
Learning to DO
Demands of global competitiveness have
also created
Time pressures
Altering the work-life balance
Potentially sacrificing safety and environment
concerns
Altering family and social relationships
Stretching the bounds of traditional and ethical
values
Learning to DO

Personal and Work Values for Learning to Do

Source: UNESCO-APNIEVE Sourcebook No. 3
Learning to DO
Represents the skillful, creative and
discerning application of knowledge
because one must first learn how to learn
effectively, how to think 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.
Learning to live together in
Peace and Harmony
Learning to LIVE TOGETHER
One of the most vital to building a genuine
and lasting culture of peace in both the Asia-
Pacific region and throughout the world.

Can be achieved by developing an

understanding of others and their history,
traditions and spiritual values.

We can create a new spirit guided by

recognition of our growing interdependence
and a common analysis of the risks and
challenges of the future.
Learning to LIVE TOGETHER
May induce people to implement common
projects and to manage the inevitable
conflicts in an intelligent and peaceful way

Live together associated to violence

It is necessary to devise a form of education
which will make it possible to avoid conflicts
or resolve them peacefully by promoting
learning to live together with others, by
developing a spirit of respect for the values
of pluralism and the need to mutual
understanding and peace.
Learning to LIVE TOGETHER
Implies that the teacher should help the
students to develop an understanding of
other people and appreciation of
interdependence since we live in a closely
connected world.

The teacher should help students to realize

the value of being able to live together in
their gradually enlarging world: home,
school, community, town, city, province,
country, and the world as a global village.
Learning to LIVE TOGETHER
Peace must begin with each one
of us. Through quiet and serious
reflection on its meaning, new
and creative ways can be found
to foster understanding,
friendship and cooperation
among all people.
Javier Perez de Cuellar
UN Secretary General
Learning to LIVE TOGETHER

Learning to Live Together: The Asia-Pacific Perspective Schematic Diagram of Core and Related Values
Needed to Live Together in Peace and Harmony
Source: UNESCO-APNIEVE Sourcebook
Learning to LIVE TOGETHER
Involves developing, broadening or changing
perceptions of an attitude toward ourselves and
others and consequently, the way we behave in
our daily encounters and interactions with each
other.

Social and Emotional Learning

Requires appropriate and continuous training of
teachers (Elias, 2003)
Involves the teaching of a wide range of
knowledge, skills, attitudes and behaviors to
enable us to interact with others in a just,
equitable and empathetic manner.
Learning to LIVE TOGETHER
Entails the capacity to develop ones own
potential while learning to successfully
manage relationships with others.
Development of self-awareness and self-esteem
Empathy and self respect for others
Capacity for active citizenship
Development of both local and global identity
Ability to understand others and appreciate
diversity
Learning to LIVE TOGETHER
Skills necessary for learning to live together
(Life skills)
Self control
Handling emotions
Communication (self-expression, empathetic
listening)
Interpretation of behaviours
Critical thinking
Relationship building and cooperation
Negotiation
Mediation and refusal
Problem solving
Decision making
Learning to be
Learning to BE
Refers to the role of education in developing all
the dimensions of the complete person: the
physical, intellectual, emotional and ethical
integration of the individual into complete man,
which is a broad definition of the fundamental
aims of education (Delors, 1996, p. 156)
Dimensions of a Complete Person
Mind and body
Intelligence
Sensitivity
Aesthetic sense
Personal responsibility
Spiritual values
Learning to BE
the complete fulfillment of man, in all the
richness of his personality, the complexity
of his forms of expression and his various
commitments as individual, a member of
a family and of a community, citizen and
producer, inventor of techniques and
creative dreamer. (Delors, 1996, p. 95)

Further definition: dialectical process,

which starts with knowing oneself and then
opens to relationships with others
Learning to BE
Learning to BE
Founded on humanistic philosophy of
education which aims at the overall
development of the human person as an
individual and as a member of society.

Individual unfinished, divide, and

incomplete

Education must be directed towards the

development of the complete man
Learning to BE
humanization is mans ultimate vocation
and density (Poulo Freire, UNESCO Intl Awardee on
Education)
Conscientization the process of becoming
aware of the contradictions existing within
oneself and in society and of gradually
being able to bring about personal and
social transformation.
Learning to BE

The Core Values, Learning To Be Fully Human

Source: UNESCO-APNIEVE Sourcebook
Learning to BE
Universal Aims of Education (Faure Report)
Towards a scientific humanism
Creativity
Towards social commitment
Towards the complete man

The teaching-learning cycle of the valuing

process starts with knowing and understanding
oneself and others, leading to the formation of
a wholesome concept, a sense of identity, self-
esteem, self-worth and self confidence, as well
as genuine respect for others.
Q:Given today's worldwide refugee crisis, do countries have an obligation to
accept refugees or do they have a right to close their borders?

A:The country should have the right to open or close their borders so throughout
the world, people can choose to have the borders opened or closed. In Europe,
we have opened borders. In France, we want to have the most globalization that
we can. We want to have the biggest exchange of people that we can. And
maybe someday that will change, but now, we have opened borders.

Miss Universe 2016 - Iris Mittenaere (France)