The UNESCO’s Four (4) Pillars of Learning
Learning
to live
together
Learning
to be
Learning
to do
Learning
to Know
 is more on the mastery of
learning tools than with the
acquisition of structured
knowledge
Learning
Tools
Numeracy
Literacy
Life skills
Mastery of these learning
tools is both a means and
an end
These are means for the
students to understand the
world around...
These are ends for the
students that can be
derived from the
pleasures on
understanding,
knowledge and
discovery
Delors Commission learning
to know implies learning how
to learn
Components of Learning to Learn
ThinkingMemory SkillConce...
Concentration
 the process of
improving
concentration skills
can take different
forms and can be
aided with various
learn...
Memory skills
 learnt by heart
 associative
memorization has
to be carefully
cultivated and
learned
Thinking skills
 should
encompass both
practical
problem-solving
and abstract
thought.
Traditional
Perspective
Certified
Skills
UNESCO’s
Perspective
Personal
Competence
Personal Competence
 mix of skills and talents,
 combining certified skills acquired
through technical and vocational
tr...
Inside the Classroom
 use of Multiple Intelligence and
learning Styles
 Key ingredients: creative and
innovative activit...
To learn to live together:
 teach students about human
diversity
To learn to live together:
 instill in them an awareness of the
similarities and interdependence of all
people.
To learn to live together:
 children should be taught to
understand other people's reactions
by looking at things from th...
 spirit of empathy is
encouraged in schools, it has a
positive effect on young
persons' social behaviour for
the rest of ...
 School should promote social
awareness, acceptance and
respect.
Mind and body
Intelligence
Sensitivity
Aesthetics
Individuality
Imagination
Rights and Responsibilities
Spirituality
Indep...
The Commission powerfully re-
asserted a fundamental principle:
education should contribute to
every person's complete
dev...
All people should receive in their
childhood and youth an education that
equips them to develop their own
independent, cri...
the basic assumptions stated in the report
Learning to Be:.
The aim of development is the complete
fulfillment of man, in ...
The Commission embraces one of the
complexity of his forms of expression and his
various commitments –
• as individual,
• ...
This human development, which
begins at birth and continues all
through a person's life, is a
dialectic process which is b...
The four pillars of learning
The four pillars of learning
The four pillars of learning
The four pillars of learning
The four pillars of learning
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The four pillars of learning

  1. 1. The UNESCO’s Four (4) Pillars of Learning Learning to live together Learning to be Learning to do Learning to Know
  2. 2.  is more on the mastery of learning tools than with the acquisition of structured knowledge
  3. 3. Learning Tools Numeracy Literacy Life skills
  4. 4. Mastery of these learning tools is both a means and an end These are means for the students to understand the world around them.
  5. 5. These are ends for the students that can be derived from the pleasures on understanding, knowledge and discovery
  6. 6. Delors Commission learning to know implies learning how to learn Components of Learning to Learn ThinkingMemory SkillConcentration
  7. 7. Concentration  the process of improving concentration skills can take different forms and can be aided with various learning skills.
  8. 8. Memory skills  learnt by heart  associative memorization has to be carefully cultivated and learned
  9. 9. Thinking skills  should encompass both practical problem-solving and abstract thought.
  10. 10. Traditional Perspective Certified Skills UNESCO’s Perspective Personal Competence
  11. 11. Personal Competence  mix of skills and talents,  combining certified skills acquired through technical and vocational training, social behavior, personal initiative and willingness to take risks
  12. 12. Inside the Classroom  use of Multiple Intelligence and learning Styles  Key ingredients: creative and innovative activities
  13. 13. To learn to live together:  teach students about human diversity
  14. 14. To learn to live together:  instill in them an awareness of the similarities and interdependence of all people.
  15. 15. To learn to live together:  children should be taught to understand other people's reactions by looking at things from their point of view
  16. 16.  spirit of empathy is encouraged in schools, it has a positive effect on young persons' social behaviour for the rest of their lives
  17. 17.  School should promote social awareness, acceptance and respect.
  18. 18. Mind and body Intelligence Sensitivity Aesthetics Individuality Imagination Rights and Responsibilities Spirituality Independence Judgment Critical Thinking Creativity Human Freedom
  19. 19. The Commission powerfully re- asserted a fundamental principle: education should contribute to every person's complete development - mind and body, intelligence, sensitivity, aesthetic appreciation and spirituality.
  20. 20. All people should receive in their childhood and youth an education that equips them to develop their own independent, critical way of thinking and judgment so that they can make up their own minds on the best courses of action in the different circumstances in their lives
  21. 21. the basic assumptions stated in the report Learning to Be:. The aim of development is the complete fulfillment of man, in all the richness of his personality,
  22. 22. The Commission embraces one of the complexity of his forms of expression and his various commitments – • as individual, • member of a family and of a community, • citizen • producer, • inventor of techniques and • creative dreamer
  23. 23. This human development, which begins at birth and continues all through a person's life, is a dialectic process which is based both on self-knowledge and on relationships with other people.
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