The document discusses the four pillars of education as outlined in Jacques Delors' UNESCO report: learning to know, learning to do, learning to be, and learning to live together. The four pillars are based on a humanistic educational philosophy that views learning as a lifelong process focusing on the holistic development of the individual. Specifically, the four pillars aim to promote the formation of complete human beings through nurturing their intellectual, moral, social, physical, emotional, and creative potentials at all stages of development, as well as make individuals active contributors to their communities and global society.

1. Education

2. Introduction:
U nder the leadership of Jacques D elors, former President of the
European Commission and former F rench M inister of Economy
and F inance,made his education reports in U N ESCO entiled
Learning : The Treasure Within emphasized the importance of a
humanistic approach to education and established “the four
pillars” of education, namely: learning to be, learning to know,
learning to do, and learning to live tog ether, The report has
further emphasized and updated the concept of lifelong learning .

3. The Philosophy of the Four Pillars of
Education
It is centered on the reflection and meaning of "learning
throug hout life"-a very comprehensive and lifelong concept of
learning that covers a person's sum of experiences (from birth
to death), or from various stag es of human life, places,
situation, persons, institutions and activities of life that enable
him to reach his maximum potentials as human being . The
learning process is said to be continuous- an endless and
prog ressive way of addressing the holistic needs of a person.

4. This Philosophical basis of the four Pillars of
Learning defines the valuable and critical role of
education as a catalyst for the learners'
maturation of personalities and their personal
fulfillment throughout life. Interestingly, the
paramount concern of the school to personal
fulfillment more than any goal in education is
articulated in the UNESCO 21st Commission's view
that "Education is above all an inner Journey".

5. Ag ainst the context, the four pillars of education revolves the
Educational Philosophy called H umanism. Jacques M aritain, in
his book True H umanism, as cited by Custodio (2003), defines
humanism as a philosophy that tends to render the humanistic
formation of a student, a person more truly human, to unfold
those qualities in him which are in accord with his human nature
and awaken all his potentialities.In this definition, M aritain
hig hlig hts the strong ethical component of humanism,
accentuating the centrality of the human person, dig nity of life,
and a g enuine respect for the value of the different cultures.

6. In a similar perspectives,Elias and M eriam, as cited by long et
al. (1 992), note that humanism is g enerally associated with
beliefs about freedom and autonomy. Its cardinal tenet is
founded on the notion that "human being are capable of making
sig nificant personal choices within the constraints imposed by
heredity, personal history,and environment." Such is the case as
humanist principles strees the importance of the individual and
his specific human needs.

7. Significantly, these guiding principles are anchored on the
seven (7) humanistic assumption as follows:
(a) Human nature is inherently good:
(b) Individuals are free and autonomous to make major
personal choices:
(c) Human potential for growth and development is
virtually unlimited:
(d) Self-concept plays an important role in growth and
development:
(e) Individuals have an urge toward self-actualization:
(f) Reality is defined by each person:and
(g) Individuals have responsibility to themselves and to
others.

8. F rom the above assumption, school, according to humanism,
take a unique and formidable position to carry out its educative
function of forming truly mature human personalities. It also
implies that the school must proved rich and varied educational
experiences that will address and recog nize the student's quest
for g rowth and meaning of life. This requires equal focus and
development of the various facets af human life such as
intellectual, moral, social, physical, emotional, and creative
potentials.

9. The four pillars of education embodies a two-fold purpose,
namely: (1 ) to promote the formation of the human person in all
his or her dimension and all stag e of his or her development: and
(2) to make each adult an active builder of his or her future and
of the future of the communities to which he or she
belong s.F rom this two-fold purpose,one can surmise that the
four pillars of education have two central function: the individual
purpose and the societal or g lobal purpose. V ividly, the former is
the individual purpose, while the latter is the societal or g lobal
purpose. It must be stressed, at this point, that these two
purposes are not exclusive but are interrelated.

10. (1.) The first purpose articulates the educational aim of the four pillars
as the development of the complete person. By complete person,
according to Delors (1996), means the full flowering of human
potential and tapping hidden talents. It also means the nurturing of
learner's capacity for self-direction and fulfilment, which will finally
lead to self-actualizing behavior.
(2.) The second expresses the collective goal of the four pillars, which
is societal and global developments. Here, the learner is expected not
only to be active in constructing or defining himself, but he should also
help in reconstructing or transforming his community, society, and the
world as well.

11. This purpose of the F our Pillars sig nificantly implies that
learning is not only for the personal benefits, needs, aspiration,
and fulfillments of an individual, but also for the collective and
g lobal g ood, welfare or prog ress.
In sum,the purpose of the four pillars at learning of the individual
level is to ensure the continuous g rowth of a person. At the
societal and g lobal level, it educates the individuals as a part of
society or g lobal villag e where they can develop social
responsibility necessary in building a better place to live.
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