This only contains Learning to Live Together and To Be. This is only half of a full report. but there is a summary at the end

1. Presented by Diego Alec Briones

2. in Peace and Harmony

3. Peace must begin with each one of us. Through
quiet and serious reflection on its meaning,
new and creative ways can be found and foster
understanding, friendship, and cooperation
among all people.
-Javier Perez de Cuéllar
5th UN Secretary General

4.  It’s the most vital to building a genuine and lasting culture of peace. The
other three pillars are the bases for learning to live together.
 This can be achieved by developing an understanding of others and
their history, traditions, and spiritual values.
 We can create a new spirit guided by recognition of our growing
interdependence and a common analysis of the risks and challenges of
the future
 May induce people to implement common projects and to manage the
inevitable conflicts in an intelligent and peaceful way.

5.  One of the major issues in education today, since the contemporary
world is too often a world of violence.
 This implies that the teacher should help the students to develop an
understanding of other people and appreciation of interdependence
since we live in a closely connected world.
 The teacher should help the students to realize the value of being able
to live together in their gradually enlarging world: home, school,
community, town, city, province, country, and the world as a global
village.

6. The Asia-Pacific Perspective
Schematic Diagram of Core and
Related Values Needed to Live
Together in Peace and Harmony.

7.  It is a dynamic, holistic, and lifelong process through which mutual
respect, understanding, caring and sharing, compassion, social
responsibility, solidarity, acceptance and tolerance of diversity among
individuals and groups are internalized and practiced together to solve
problems and to work towards a just and free, peaceful and democratic
society.
 This process begins with the development of inner peace in the minds
and hearts of individuals.
 It involves developing, broadening or changing perception of an attitude
towards ourselves and others.

8.  The concept entails the capacity to develop one’s own potential while
learning to successfully manage relationships with others.
 A range of skills are necessary for learning to live together including
skills for self-control, handling emotions, communication (self-
expression, empathetic listening); interpretation of behaviors, critical
thinking, relationship building and cooperation, negotiation, mediation
and refusal, problem solving and decision making.

10.  Refers to the role of education in developing all the dimensions of the
complete person: the physical intellectual, emotional, and ethical
integration of the individual into a complete man. (Delors, 1996)
 The Delors Commission further defines Learning to Be as a “dialectal
process, which starts with knowing oneself and then opens
relationships with others. In that sense, education is above-all an inner
journey whose stages correspond to those of the continuous maturing
personality…it is thus a very individualized process and at the same
time a process of constructing social interaction.”

11.  A dominant theme of the Edgar Faure report, “Learning to Be: The
World of Education Today and Tomorrow,” published by UNESCO
 Faure’s Report refers to the individual as “unfinished,” “divided,” and
“incomplete”. Education therefore must be directed towards the
development of the “complete man”
 The physical, intellectual, emotional, and ethical integration of the
individual into a complete man is a broad definition of the fundamental
aim of education.
 The Faure Report, learning to be, summarizes the universal aims of
education as follows:

12. 1. Towards a scientific humanism – based on scientific and
technological training. Objective knowledge, however, must be
directed towards action and primarily in the service of humankind.
2. Creativity – preserving one’s own originality and creative
ingenuity.
3. Towards social commitment – preparing the individual for life in
society.
4. Towards the complete man – This calls for a search for balance
among the various intellectual, ethical, emotional, physical and
spiritual components of personality.

13.  According to Paulo Freire, “humanization is man’s ultimate vocation
and destiny,” and this can be accomplished through conscientization.
Conscientization – The process of becoming aware of the
contradictions existing within oneself and in society and of gradually
being able to bring about personal and social transformation.

15.  Learning to Be believes in a holistic and integrated approach to educating the human
person, as an individual and as a member of society and focuses on the full
development of the dimensions and capacities of the human person:
 Physical
 Intellectual
 Aesthetic
 Ethical
 Economic
 Socio-cultural
 Political
 Spiritual
As he relates with others in the family, community, nation, region, and the world.

16.  It operates on the fundamental principle that education must contribute
to the total development of the whole person – body and soul, mind and
spirit, intelligence and emotion, creativity and sensitivity, personal
autonomy and responsibility, social conscience and commitment,
human, ethical, cultural and spiritual values.
 The teaching-learning cycle of the valuing process starts with knowing
and understanding oneself and others, leading to the formation of a
wholesome concept, a sense of identity, self-esteem, self-worth and
self-confidence, as well as a genuine respect for others.
 It seeks an integration of the learner’s knowledge, values and attitude,
abilities and skills to bring about his full development.

17. These pillars are
crucial to peace and
mutual understanding.
They emphasize the
value of education as a
manifestation of the
spirit of unity. This
stems from the will to
live together as active
members of global
village and contribute
to attainment of a
culture of peace.