The document discusses the four pillars of education according to the International Commission on Education for the 21st Century: learning to know, learning to do, learning to live together, and learning to be. It emphasizes that education must help students learn how to learn by developing skills like concentration, memory, questioning, and critical thinking from a young age. Teachers play an important role in cultivating independent, lifelong learners who can thrive in today's knowledge society. Education should combine deductive and inductive reasoning to develop both practical problem-solving abilities and abstract thought.

1. EDDIE T. ABUG
BSE-TLE
UNIVERSITY OF RIZAL SYSTEM

4. The International Commission on Education for the 21st
Century advocates
FOUR PILLARS OF EDUCATION
LEARNING LEARNING LEARNING LEARNING
To Know To Do To Live Together To Be

5. Rapid Changes brought about by
Rapid Changes brought about by Scientific Progress and the
New Forms of Economic
Scientific Progress and the New Forms
and Social Activity.
of Economic and Social Activity.
Combining a Sufficiently broad General Education
Provides the Passport of Lifelong Education,
lays the Foundation for LEARNING
throughout Life.

6. First of the Pillars of Education
LEARNING TO KNOW
Implies LEARNING how to LEARN
by Developing one’s
First of the
Pillars of
Education
• LEARNING TO
KNOW
• Implies
LEARNING how to
d
* Concentration * Memory Skill * Ability to Think
• D
From Infancy, YOUNG PEOPLE must LEARN how to
CONCENTRATE – on OBJECTS and other PEOPLE

7. If, as a teacher, you have been
helping students to develop their
skills that would make them
independent learners, you are
doing well on the first pillar of
education because you have
prepared them for life in the
knowledge society in which we
all now live.

8. THINKING is something
children learn first from
their parents and then
from their teachers.
Practical
Problem-
Solving
and
Abstract
Thought
Both Education and
Research should therefore
Combine Deductive and
Inductive Reasoning which
other claim to be opposing
processes.

9. To LEARN TO KNOW, Students need to develop
LISTENING,
OBSERVING
ASKING
QUESTIONS,
DATA
GATHERING
NOTE
TAKING
ACCESSING,
PROCESSING
AND
LEARNING
TO READ
WITH
COMPREHEN
SELECTING
INFORMATION
SION
LEARN-TO-LEARN SKILLS

11. FACILITATOR
R O L E of the
An individual who enables
groups to work more effectively
CATALYST
A person that produces progress
MONITOR AND EVALUATOR
Anyone who expresses a
reasoned judgment of something

14. PUBLISHED BY :

15. The Work of the Commission
In November 1991 the General Conference invited the Director-
General 'to convene an international commission to reflect on education
and learning for the twenty-first century'. Federico Mayor requested
Jacques Delors to chair the Commission, with a group of 14 other
persons from all over the world and from varied cultural and
professional backgrounds.
The International Commission on Education for the Twenty-first
Century was formally established at the beginning of 1993. Financed by
UNESCO and working with the assistance of a secretariat provided by
the Organization, the Commission was able to draw on the
Organization's valuable resources and international experience and on
an impressive mass of information, but was completely independent in
carrying out its work and in preparing its recommendations.

16. In 1971, in the wake of student upheavals in much of the world
during the previous three years, René Maheu (then Director-General
of UNESCO), asked a former Prime Minister and Minister of Education
of France, Edgar Faure, to chair a panel of seven persons entrusted
with defining 'the new aims to be assigned to education as a result of
the rapid changes in knowledge and in societies, the demands of
development, the aspirations of the individual, and the overriding
need for international understanding and peace' and putting forward
'suggestions regarding the intellectual, human and financial means
needed to attain the objectives set ...'.
Published in 1972 under the title Learning to Be, the report of the
Edgar Faure Commission had the great merit of firmly establishing the
concept of lifelong learning, at a time when traditional education
systems were being challenged.

17. ROLES OF EDUCATION IN DEVELOPING
ALL THE DIMENSION OF THE COMPLETE PERSON
•THE PHYSICAL
• INTELLECTUAL
•EMOTIONAL AND
•ETHICAL INTEGRATION
OF THE INDIVIDUAL INTO A COMPLETE MAN
WHICH IS A BROAD DEFINITION OF THE
FUNDAMENTAL AIMS OF EDUCATION
(Delors, 1996, p. 156)