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 FOUR PILLARS OF LEARNING

Learning to Know HEAD Knowledge

Learning to Be HEART Awareness

Understanding

Learning to Do HANDSkills, Actions

Learning to Live VALUES Attitudes

Together Sustainably

Learning to Transform is a process

which involves all pillars
 The UNESCO’s Four (4) Pillars of Learning

Learning Learning Learning Learning

to Know to do to be to live
together
 is more on the mastery of
learning tools than with the
acquisition of structured
knowledge
 Numeracy

Learning
Literacy
Tools

Life skills
Mastery of these learning
tools is both a means and
an end
These are means for the
students to understand the
world around them.
These are ends for the
students that can be
derived from the
pleasures on
understanding,
knowledge and
discovery
Delors Commission learning
to know implies learning how
to learn
Components of Learning to Learn

Concentration Memory Skill Thinking

Concentration
 the process of
improving
concentration skills
can take different
forms and can be
aided with various
learning skills.
Memory skills
 learnt by heart
 associative
memorization has
to be carefully
cultivated and
learned
Thinking skills
 should
encompass both
practical
problem-solving
and abstract
thought.
Traditional UNESCO’s
Perspective Perspective

Certified Personal
Competence
Skills
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
Inside the Classroom
 use of Multiple Intelligence and
learning Styles
 Key ingredients: creative and
innovative activities
To learn to live together:

 teach students about human

diversity
To learn to live together:
 instill in them an awareness of the
similarities and interdependence of all
people.
To learn to live together:
 children should be taught to
understand other people's reactions
by looking at things from their point
of view
 spirit of empathy is
encouraged in schools, it has a
positive effect on young
persons' social behaviour for
the rest of their lives
 School should promote social
awareness, acceptance and
respect.
Mind and body Spirituality

Intelligence
Independence
Sensitivity
Judgment
Aesthetics
Critical Thinking
Individuality
Creativity
Imagination Human Freedom

Rights and Responsibilities

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.
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
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,
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
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.