The UNESCO's Four Pillars of Learning are Learning to Know, Learning to Do, Learning to Be, and Learning to Live Together. Learning to Know focuses on mastery of learning tools like numeracy, literacy, and life skills, which are both means and ends. Learning to Learn has components like thinking, memory skills, and concentration. UNESCO's perspective focuses on personal competence through a mix of skills, talents, social behavior, initiative, and risk-taking. Schools should promote learning styles, creativity, social awareness, respect, and critical thinking to contribute to a student's complete development as an individual and member of society.

1. CERAE
Context
Experience
Reflection
Action
Evaluate

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

5. Learning
Tools
Numeracy
Literacy
Life skills

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

11. Thinking skills
 should
encompass both
practical
problem-solving
and abstract
thought.

13. Traditional
Perspective
Certified
Skills
UNESCO’s
Perspective
Personal
Competence

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

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.

23. Mind and body
Intelligence
Sensitivity
Aesthetics
Individuality
Imagination
Rights and Responsibilities
Spirituality
Independence
Judgment
Critical Thinking
Creativity
Human Freedom

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.

29. by
Dr. Rizalina G. Gomez