3. The UNESCO’s Four (4) Pillars of Learning
Learning
to live
together
Learning
to live
together
Learning
to be
Learning
to be
Learning
to do
Learning
to do
Learning
to Know
Learning
to Know
4. is more on the mastery of
learning tools than with the
acquisition of structured
knowledge
6. Mastery of these learning
tools is both a means and
an end
These are means for the
students to understand the
world around them.
7. These are ends for the
students that can be
derived from the
pleasures on
understanding,
knowledge and
discovery
8. Delors Commission learning
to know implies learning how
to learn
Components of Learning to Learn
ThinkingThinkingMemory SkillMemory SkillConcentrationConcentration
9. Concentration
the process of
improving
concentration
skills can take
different forms and
can be aided with
various learning
skills.
10. Memory skills
learnt by heart
associative
memorization has
to be carefully
cultivated and
learned
14. 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
15. Inside the Classroom
use of Multiple Intelligence and
learning Styles
Key ingredients: creative and
innovative activities
16.
17. To learn to live together:
teach students about human
diversity
18. To learn to live together:
instill in them an awareness of the
similarities and interdependence of all
people.
19. To learn to live together:
children should be taught to
understand other people's reactions
by looking at things from their point of
view
20. spirit of empathy is
encouraged in schools, it has a
positive effect on young
persons' social behaviour for
the rest of their lives
21. School should promote social
awareness, acceptance and
respect.
24. 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.
25. 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
26. 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,
27. 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
28. 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.