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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