1. Learning to know lays the foundations of learning throughout life. This pillar refers to the basic knowledge that we need to be able to understand our environment and to live in dignity. It is also about arousing curiosity, allowing us to experience the pleasures of research and discovery. It faces us with the challenge of combining a sufficiently broad education with the in-depth investigation of selected subjects. Naturally, learning to know presupposes that we develop the powers of concentration, memory, and thought. In short, that we learn to learn.
2.Learning to do refers to the acquisition of practical skills, but also to an aptitude for teamwork and initiative, and a readiness to take risks. As such, this pillar is about the competence of putting what we have learned into practice so as to act creatively on our environment. A variety of situations, often unforeseeable, is bound to arise. When this happens, learning to do enables us to turn our knowledge into effective innovations.
3.Learning to live together is the pillar that the UNESCO Commission emphasizes more than any other. It refers first of all to developing an understanding of others through dialogue-leading to empathy, respect, and appreciation. Yet if we are to understand others, we must first know ourselves. Learning to live together is thus also about recognizing our growing interdependence, about experiencing shared purposes, and about implementing common projects and a joint future. Only then will it be possible to manage the inevitable conflicts in a peaceful way.
4.Learning to be is founded on the fundamental principle that education needs to contribute to the all-round development of each individual. This pillar deals with the broadening of care for each aspect of the personality. It deals with giving us the freedom of thought, feeling, and imagination that we need to act more independently, with more insight, more critically, and more responsibly. The end of education is to discover and open the talents which are hidden like a treasure within every person.
B. The Implications or Significance of these pillars. The Four Pillars of Education, described in Chapter 4 of Learning: The Treasure Within, are the basis of the whole report. These four pillars of knowledge cannot be anchored solely in one phase in a person's life or in a single place. There is a need to re-think when in people's lives education should be provided, and the fields that such education should cover. The periods and fields should complement each other and be interrelated in such a way that all people can get the most out of their own specific educational environment all through their lives.
A teacher help a students to understand the importance of this Pillars of Education. All make the basis of a good education. It gives knowledge and discover the new learning from the teacher to environment. A teacher need the cooperation of a student in order a student gain the competencies they need to adapt in their future.
1.Learning to Know 2.Learning to Do 3.Learning to Live Together 4.Learning to Be
Learning to Know
•Knowledge •dynamic interaction between learner and knowledge •that is acquiring the instrument of understanding means – strategy end – result accurate - certain
Learning to Do
•so as to be able to act creativity •learn to learn skills •learning of skills
Learning to live Together
•So as to participate in and cooperate with other people in all human activities
Learning to Be
•Refer to a person or an individual
Goal -Scientific humanism -Creativity -Social commitment -Complete man
•The present curriculum needs to revised and reviewed so as to become more relevant and related to the present global scenario. A more balanced approach is required when planning the activities in the school programme so that aspects like creativity, imagination and talent are brought to the fore and nurtured. •The curriculum planners may also take into consideration the gaps at the prescribed level and the transactional level so that education can become more effective and meaningful. •Curriculum planner s will be able to redesign the secondary school curriculum by incorporating the important elements as reflected in the four pillars of education. They may also get guidelines for planning orientation programmes for teachers for enabling them to handle school programmes for realizing the objectives of education as reflected in the Four Pillars of the learning.
•Teachers will be able to understand their changing role in the light of the Four Pillars, giving them a new direction and vision. Also, this will help them in identifying appropriate teaching learning strategies for realizing the goals related to the Four Pillars of Education. •Appropriate transactional strategies in relation to the Four Pillars of Education need to be identified and used by the teachers so that the desired objectives are achieved. •The insight gained by the teachers will enable them to focus upon the components related to the Four Pillars of Education while transacting the curriculum in the school. •The research finding will be useful for teacher educators and teachers from the point of view of incorporating the strategies related to education of Four Pillars so that the future teachers are sensitized and equipped for addressing these issues. •Teacher Training programmes need to be reorganized in the light of Education for four pillars. NCT and NCERT may also take appropriate steps to revamp the secondary school teacher education Programme, Training programmes need to be developed to empower and enrich the professional competencies and skills of teachers.
The pillars of education include the four: • Learning to Know • Learning to Do • Learning to Live Together • Learning to Be
Learning to Know This implies learning how to learn by developing one’s concentration, memory skills and ability to think. Learning to Do Learning must transform certified skills into personal competence. It is assessed by looking at a mix of skills and talents, social behavior, personal initiative and a willingness to work. These are often referred to as interpersonal skills or peoples’ skills by employers. Learning to Live Together Education should help in inculcating a spirit of empathy in students so that it can have a positive effect on their social behavior throughout their lives. Understanding each other, resolving conflicts through dialogue and discussion should be the essential tools of present day education. Learning to Be People 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 significance of these pillars will be: 1. As teachers, they can get the right way in nurturing their students; 2. It can mold a person into his right path; 3. Throughout the life of an individual, he can have the guide in dealing things; 4. Its can mold a person not only with his mind but with the different aspects in his life; and 5. Harmonious relationships between individuals will rise.
1. DESCRIBE EACH PILLAR OF EDUCATION. The four pillars of Education a. Learning to know: to provide the cognitive tools required to better comprehend the world and its complexities, and to provide an appropriate and adequate foundation for future learning. : includes problem solving skills and analytical thinking. It encourages curiosity.
b. Learning to do: to provide the skills that would enable individuals to effectively participate in the global economy and society. : is the acquisition of practical skills needed in the workplace along with the ability to contribute as part of a team and to demonstrate initiative. c. Learning to be: to provide self analytical and social skills to enable individuals to develop to their fullest potential psycho-socially, affectively as well as physically, for an all-round complete person. d. Learning to live together: to expose individuals to the values implicit within human rights, democratic principles, intercultural understanding and respect and peace at all levels of society and human relationships to enable individuals and societies to live in peace and harmony. Values to be developed amongst students a) Non Violence b) Cooperation c) Selfless attitude d) Developing values e) Accepting human diversity f) Instill an awareness of the similarities and interdependence of all people
2. DISCUSS THE IMPLICATION OR SIGNIFICANCE OF THESE PILLARS.
a) Learning to know implies learning how to learn by developing one's concentration, memory skills and ability to think. From infancy, young people must learn how to concentrate - on objects and on other people. This process of improving concentration skills can take different forms and can be aided by the many different learning opportunities that arise in the course of people's lives.
b) Learning to do implies a shift from skill to competence, or a mix of higher-order skills specific to each individual. ‘The ascendancy of knowledge and information as factors of production systems is making the idea of occupational skills obsolete and is bringing personal competency to the fore’. Thus ‘learning to do’ means, among other things, ability to communicate effectively with others; aptitude toward team work; social skills in building meaningful interpersonal relations; adaptability to change in the world of work and in social life; competency in transforming knowledge into innovations and job-creation; and a readiness to take risks and resolve or manage conflicts.
c) Learning to be implies the development of such qualities as: knowledge and understanding of self and others; appreciation of the diversity of the human race and an awareness of the similarities between, and the interdependence of all humans; empathy and cooperative social behavior in caring and sharing; respect of other people and their cultures and value systems; capability of encountering others and resolving conflicts through dialogue; and competency in working towards common objectives.
d) Learning to live together implies a curriculum aiming at cultivating qualities of imagination and creativity; acquiring universally shared human values; developing aspects of a person’s potential: memory, reasoning, aesthetic sense, physical capacity and communication/social skills; developing critical thinking and exercising independent judgment; and developing personal commitment and responsibility.
The four pillars of learning are fundamental principles for reshaping education:
Learning to know: to provide the cognitive tools required to better comprehend the world and its complexities, and to provide an appropriate and adequate foundation for future learning.
Implication: Thinking is something children learn first from their parents and then from their teachers. The process should encompass both practical problem-solving and abstract thought. Both education and research should therefore combine deductive and inductive reasoning, which are often claimed to be opposing processes. While one form of reasoning may be more appropriate than the other, depending on the subjects being taught, it is generally impossible to pursue a logical train of thought without combining the two. The process of learning to think is a lifelong one and can be enhanced by every kind of human experience. In this respect, as people's work becomes less routine, they will find that their thinking skills are increasingly being challenged at their place of work.
Learning to do: to provide the skills that would enable individuals to effectively participate in the global economy and society.
Implication: The competence of putting what we have learned into right practice so as to act creatively on our environment. A variety of situations, often unforeseeable, is bound to arise. When this happens, learning to do enables us to turn our knowledge into effective innovations.
Learning to be: to provide self analytical and social skills to enable individuals to develop to their fullest potential psycho-socially, affectively as well as physically, for a all-round ‘complete person.
Implication: It implies that with the freedom of thought, feeling, and imagination that we have we need to act more independently, with more insight, more critically, and more responsibly. The aim of development is the complete fulfillment of man and his development in a holistic way as an individual, member of a family and community to become a responsible, and productive citizen. citizen.
Learning to live together: to expose individuals to the values implicit within human rights, democratic principles, intercultural understanding and respect and peace at all levels of society and human relationships to enable individuals and societies to live in peace and harmony.
Implication: Education should help in inculcating a spirit of empathy in students so that it can have a positive effect on their social behaviour throughout their lives. Understanding each other, resolving conflicts through dialogue and discussion should be the essential tools of present day education.
The 4 pillars of education are the ones most deeply connected to education: Teachers, Schools, Parents, and, obviously, Students. I have some thoughts on the roles of each one of these pillars that I’d like to share with you on this post. Any comment, as usual, is more than welcome so we can enrich the discussion. Here goes:
1. Teachers: Teachers and students play the leading role in the educational play. We, teachers, must bear with the fact that it doesn’t matter how hard schools or parents try to change, if we don’t buy it, nothing will change. This means teachers have got to be more proactive and step up to the challenge. If we compare education to a film, teachers take centre stage together with students. Education should be more learner-centred as information is available to all and students do not depend on teachers to read about anything. Teachers, then, are the supportive actors in the educational play, the ones who are responsible for all the discoveries made by the main character (the student) as the plot unfolds. One of the reasons most people have chosen to become teachers is the fact that teaching is one of the most rewarding professions in the world – and if you’re a teacher you know I’m not speaking financially. The reward comes from seeing learners progress and turn into conscientious citizens. If teachers don’t play their role correctly, the play is bound to be a disaster.
2. Schools: If teachers play the role of the supporting characters, the schools are the setting. There are, as you all know, many other people in a school than teachers and students, and most of the time their role is the same as the role of the crew. They’re not there to be in the spotlight. However, if they don’t do their job properly, there’s no way the film will be a hit. Principals, directors, coordinators, and all the staff should make sure they provide teachers and students with all the necessary conditions for the story to follow its course. This means schools should be more responsive – it’s only by listening to their main stars that they will understand what they have to do. Forcing teachers and students to do things in a certain way is not the way to go. Listening to them and helping them do what they believe to be necessary is a much better way to get there.
3. Parents: Parents are the guest stars of the film. They’ve been students themselves and they can’t simply pretend they’ve forgotten what it is like. They can’t ignore that the world is different these days, either. However, parents should help teachers and schools by being more present in their children’s education. They should get to know the school and the teachers they’re sending their children off to. If they don’t trust the school’s and the teachers’ decisions, it’s not by going against their decisions that they’ll help. It’s only by playing an active role that parents can help schools and teachers do a better job.
4. Students: The stars of the show, they can’t be treated as if they’ve got all the power in the world. Students should know that there are limits and these should be observed even by superstars. Any good main actor understands that it’s important to pay heed to what directors say. Michael Jackson had a vocal coach, Michael Jordan listened to his coach, and Al Patino has got to trust what his directors say about his acting. This doesn’t mean they should simply follow. Much on the contrary. Students ought to be able to listen to others and then think about their own deeds. Students should understand that teachers, schools, and parents are trying to help them shine and become the stars they are to become.
If any revolution is to be carried out in the educational setting, the four aforementioned pillars should all work together. The key word for this to happen, as I see it, is trust. It is only when each pillar is able to trust that the other is doing its job properly that we will have a strong foundation for education to thrive. It is only then that we will achieve our ultimate goal.
1. LEARNING TO KNOW is the concept of basic and general education with the addition of opportunities to work on specific areas that continue to develop with regards to the rapid change in science, technology and socio-economics. 2. LEARNING TO DO tackles not purely on instructing an individual to perform a specific task but to give a grounding in the concept called personal competence. It is in this concept where technical skills paired with personal competence equips man the ability to perform well in his particular work. 3. LEARNING TO LIVE TOGETHER is a concept of interdependence and complementation. This view is expected to overcome various conflicts within society of differing culture, geography, ethnicity and so forth. 4. LEARNING TO BE is founded on the fundamental principle that education needs to contribute to the all-round development of each individual. This pillar deals with the broadening of care for each aspect of the personality. It deals with giving us the freedom of thought, feeling, and imagination that we need to act more independently, with more insight, more critically and more responsibly. The end of education is to discover and open the talents which are hidden like a treasure within every person.
IMPLICATIONS / SIGNIFICANCE OF THESE PILLARS:
LEARNING TO KNOW: This type of learning is radically different from acquiring itemized codified information or factual knowledge, as often stressed in conventional curriculum and in rote learning. Rather it implies the mastering of the instruments of knowledge themselves. Acquiring knowledge in a never-ending process and can be enriched by all forms of experience.
This pillar of learning implies an educational goal in developing a learning society in a new century. The concept of learning throughout life emerges as one of the keys to the 21st century and the only way of satisfying it is for each individual to learn how to learn.
LEARNING TO DO: This pillar of learning implies in the first place application of what learners have learned or known into practices; it is closely linked to vocational-technical education and work skills training. However it goes beyond narrowly defined skills development for doing specific things or practical tasks in traditional or industrial economies. The emerging knowledge-based economy is making human work increasingly immaterial. Learning to do calls for new types of skills, more behavioral than intellectual. Learning to do thus implies a shift from skill to competence, or a mix of higher-order skills specific to each individual.
LEARNING TO LIVE TOGETHER: It implies an education taking two complementary paths: on one level, discovery of others and on another, experience of shared purposes throughout life. Specifically it implies the development of such qualities as: knowledge and understanding of self and others; appreciation of the diversity of the human race and an awareness of the similarities between, and the interdependence of all humans; empathy and cooperative behavior in caring and sharing; respect of other people and their cultures and value systems; capability of encountering others and resolving conflicts through dialogue; and competency in working towards common objectives.
LEARNING TO BE: This pillar of learning reflects a shift from instrumental view of education, as a process one submits to achieve specific aims, to a humanistic view of education that emphasizes the development of the complete person, in short, learning to be. They imply an educational aimed at all-rounded development and full flowering of the human potential of individual learners. Thus school curriculum should be more balanced, taking into account not only the cognitive-intellectual dimension of personality but its spiritual, moral, social skills and value aspects.
Learning to know lays the foundations of learning throughout life. This pillar refers to the basic knowledge that we need to be able to understand our environment and to live in dignity. It is also about arousing curiosity, allowing us to experience the pleasures of research and discovery. It faces us with the challenge of combining a sufficiently broad education with the in-depth investigation of selected subjects.
Learning to do refers to the acquisition of practical skills, but also to an aptitude for teamwork and initiative, and a readiness to take risks. As such, this pillar is about the competence of putting what we have learned into practice so as to act creatively on our environment.
Learning to live together is refers first of all to developing an understanding of others through dialogue-leading to empathy, respect, and appreciation. Yet if we are to understand others, we must first know ourselves. Learning to live together is thus also about recognizing our growing interdependence, about experiencing shared purposes, and about implementing common projects and a joint future.
Learning to be is founded on the fundamental principle that education needs to contribute to the all-round development of each individual. This pillar deals with the broadening of care for each aspect of the personality. It deals with giving us the freedom of thought, feeling, and imagination that we need to act more independently, with more insight, more critically, and more responsibly..
IMPLICATION OF EACH PILLAR a.) Naturally, learning to know presupposes that we develop the powers of concentration, memory, and thought. In short, that we learn to learn. b.) Learning to do enables us to turn our knowledge into effective innovations. c.) Learning to live together can help us possibly manage the inevitable conflicts in a peaceful way. d.) Learning to be can help discover and open the talents which are hidden like a person which are hidden in every person.
The Four Pillars of Education form the basis for the UNESCO-report Learning: The Treasure Within. They cannot be defined separately; they form an integrated whole, complementing and strengthening each other. Education is, after all, a total experience.
Learning to know lays the foundations of learning throughout life. This pillar refers to the basic knowledge that we need to be able to understand our environment and to live in dignity. It is also about arousing curiosity, allowing us to experience the pleasures of research and discovery. It faces us with the challenge of combining a sufficiently broad education with the in-depth investigation of selected subjects. Naturally, learning to know presupposes that we develop the powers of concentration, memory, and thought. In short, that we learn to learn.
Learning to do. Learning to do refers to the acquisition of practical skills, but also to an aptitude for teamwork and initiative, and a readiness to take risks. As such, this pillar is about the competence of putting what we have learned into practice so as to act creatively on our environment. A variety of situations, often unforeseeable, is bound to arise. When this happens, learning to do enables us to turn our knowledge into effective innovations.
Learning to live together is the pillar that the UNESCO Commission emphasizes more than any other. It refers first of all to developing an understanding of others through dialogue—leading to empathy, respect, and appreciation. Yet if we are to understand others, we must first know ourselves. Learning to live together is thus also about recognizing our growing interdependence, about experiencing shared purposes, and about implementing common projects and a joint future. Only then will it be possible to manage the inevitable conflicts in a peaceful way.
Learning to be is founded on the fundamental principle that education needs to contribute to the all-round development of each individual. This pillar deals with the broadening of care for each aspect of the personality. It deals with giving us the freedom of thought, feeling, and imagination that we need to act more independently, with more insight, more critically, and more responsibly. The end of education is to discover and open the talents which are hidden like a treasure within every person.
The four pillars acquires on how are we going to position of selves in front of our audience and how to stay in command inside our specific area. Learning to know tells that we should stop learning, more that the science and technology continues to develop itself. Learning to live together tells us on how to live in a small area with quite number of people from different society, cultures, and beliefs. Learning to do tells us on how are we going to adapt and apply the knowledge we and benefit from it. Learning to be tells us on how can we be ourselves despite of the knowledge we have.
a. Learning to know lays the foundations of learning throughout life. This pillar refers to the basic knowledge that we need to be able to understand our environment and to live in dignity. In short, that we learn to learn. b. Learning to do refers to the acquisition of practical skills, but also to an aptitude for teamwork and initiative, and a readiness to take risks. As such, this pillar is about the competence of putting what we have learned into practice so as to act creatively on our environment. c. Learning to live together is the pillar that the UNESCO Commission emphasizes more than any other. It refers first of all to developing an understanding of others through dialogue-leading to empathy, respect, and appreciation. Yet if we are to understand others, we must first know ourselves. Learning to live together is thus also about recognizing our growing interdependence, about experiencing shared purposes, and about implementing common projects and a joint future. Only then will it be possible to manage the inevitable conflicts in a peaceful way. d. Learning to be is founded on the fundamental principle that education needs to contribute to the all-round development of each individual. This pillar deals with the broadening of care for each aspect of the personality.
2. Discuss the implications or significance of these pillars of education.
-Learning to know implies learning how to learn by developing one's concentration, memory skills and ability to think. From infancy, young people must learn how to concentrate - on objects and on other people.
-learning to do:In advanced economies there is a shift away from physical work. The implications of this trend for education are even clearer if we look at the development of the service industries in both quantitative and qualitative terms. Most of the active population (60 - 80 per cent) of the industrialized countries is employed in the service sector. The main defining characteristic of this extremely broad category is that it covers activities which are neither industrial nor agricultural and which, despite their diversity, do not involve any tangible product.
-learning to live together: One of education's tasks is both to teach pupils and students about human diversity and to instil in them an awareness of the similarities and interdependence of all people. From early childhood, the school should seize every opportunity to pursue this two-pronged approach. Some subjects lend themselves to this - human geography in basic education, foreign languages and literature later on.
-learning to be: In a highly unstable world where one of the main driving forces seems to be economic and social innovation, imagination and creativity must undoubtedly be accorded a special place. As the clearest expressions of human freedom, they may be threatened by the establishment of a certain degree of uniformity in individual behaviour. The twenty-first century will need a varied range of talents and personalities even more than exceptionally gifted individuals, who are equally essential in any society.
Learning to know lays the foundations of learning throughout life. This pillar refers to the basic knowledge that we need to be able to understand our environment and to live in dignity. It is also about arousing curiosity, allowing us to experience the pleasures of research and discovery. It faces us with the challenge of combining a sufficiently broad education with the in-depth investigation of selected subjects. Naturally, learning to know presupposes that we develop the powers of concentration, memory, and thought. In short, that we learn to learn.
Learning to do. Learning to do refers to the acquisition of practical skills, but also to an aptitude for teamwork and initiative, and a readiness to take risks. As such, this pillar is about the competence of putting what we have learned into practice so as to act creatively on our environment. A variety of situations, often unforeseeable, is bound to arise. When this happens, learning to do enables us to turn our knowledge into effective innovations.
Learning to live together refers first of all to developing an understanding of others through dialogue—leading to empathy, respect, and appreciation. Yet if we are to understand others, we must first know ourselves. Learning to live together is thus also about recognizing our growing interdependence, about experiencing shared purposes, and about implementing common projects and a joint future. Only then will it be possible to manage the inevitable conflicts in a peaceful way.
Learning to be is founded on the fundamental principle that education needs to contribute to the all-round development of each individual. This pillar deals with the broadening of care for each aspect of the personality. It deals with giving us the freedom of thought, feeling, and imagination that we need to act more independently, with more insight, more critically, and more responsibly. The end of education is to discover and open the talents which are hidden like a treasure within every person.
Implications/Significance
Learning to know: It may be regarded as both a means and an end of human existence. People have to learn to understand the world around them. Learning to do: Learning must transform certified skills into personal competence. It is assessed by looking at a mix of skills and talents, social behaviour, personal initiative and a willingness to work. These are often referred to as interpersonal skills or peoples’ skills by employers. Knowledge along with other qualities like communication, teambuilding and problem solving skills is most demanded by the service sector these days.People must learn to act appropriately in any kind of situation and they must become involved in shaping the future. Learning to live together: Education should help in inculcating a spirit of empathy in students so that it can have a positive effect on their social behaviour throughout their lives. Understanding each other, resolving conflicts through dialogue and discussion should be the essential tools of present day education. Learning to be: The aim of development is the complete fulfillment of man and his development in a holistic way as an individual, member of a family and community and as a responsible citizen.
THE FOUR PILLARS OF EDUCATION 1.LEARNING TO KNOW implies learning how to learn by developing one's concentration, memory skills and ability to think. 2.LEARNING TO DO represents the skillful, creative and discerning application of knowledge. One must learn how to think creatively, critically, and holistically, and how to deeply understand the information that is presented. 3.LEARNING TO LIVE TOGETHER in peace and harmony requires that quality of relationship at all levels is committed to peace, human rights, democracy and social justice in an ecology sustainable environment. 4.LEARNING TO BE 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. IMPLICATIONS / SIGNIFICANCE OF THE FOUR PILLARS:
1. Learning to know to provide the cognitive tools required to better comprehend the world and its complexities, and to provide an appropriate and adequate foundation for future learning. This type of learning is concerned less with the acquisition of structured knowledge but more with the mastery of learning tools. The students need to develop learn to learn skills so that they will become lifelong learners. 2. Learning to do to provide the skills that would enable individuals to effectively participate in the global economy and society. The need for lifelong learning is accentuated by increasing globalization and free trade. The demand for global competitiveness created time pressures, altering the work life balance, potentially sacrificing safety and environmental concerns, altering family and social relationships and stretching the bounds of traditional values. This learning will continually upgrade the knowledge and skills acquired by individuals to maintain their competitive edge. 3. Learning to live together to expose individuals to the values implicit within human rights, democratic principles, intercultural understanding and respect and peace at all levels of society and human relationships to enable individuals and societies to live in peace and harmony. The social and emotional learning requires appropriate and continuous training the teacher should practice a just, equitable, and right manner. 4. Learning to be to provide self-analytical and social skills to enable individuals to develop to their fullest potential psycho-socially, affectively as well as physically, for an all-round ‘complete person.
1. Learning to know is the first pillar of education, given the rapid changes brought about by scientific progress and the new forms of economic and social activity, the emphasis has to be on combining a sufficiently broad general education with the possibility of in-depth work on selected number subjects. such a general background provides, so to speak, the passport of lifelong education, in so far it gives people to taste but lays the foundation for learning throughout life.
2. Learning to do; represents the skillful, creative and discerning application of knowledge. one must learn how to think creatively, critically, and holistically and how to deeply understand the information that is presented.
3. Learning to live together is one of the major issues in education today, since the contemporary world is too often a world of violence. although there has been conflict throughout history, new factors are accentuating the risk, particularly the extraordinary capacity for self destruction humanity has created in the course of 20th century. By promoting learning to live together with others there is less incidence of conflict in the community and the respect for values of pluralism, mutual understanding and peace are being developed.
4. Learning to be refers to the education in developing all dimensions of the complete person: the physical intellectual, emotional, and ethical integration of the individual into a complete man.
Implications/Significance of these Pillars of Education
Learning to know implies how to learn by developing ones concentration, memory skills and ability to think. Learning to do implies that in order to learn to live and work together productively, we must first find peace within ourselves,expand or acceptance and understanding of others, and continually strive towards living the values which enable us to contribute more fully to development of a peaceful and just society. Learning to live together implies that the teacher should help students to develop an understanding of other people and appreciation of interdependence since we live closely connected world. Learning to be implies the full development of a man towards scientific humanism, creativity, social commitment, and a complete man.
A. The Four Pillars of Education
ReplyDelete1. Learning to know lays the foundations of learning throughout life. This pillar refers to the basic knowledge that we need to be able to understand our environment and to live in dignity. It is also about arousing curiosity, allowing us to experience the pleasures of research and discovery. It faces us with the challenge of combining a sufficiently broad education with the in-depth investigation of selected subjects. Naturally, learning to know presupposes that we develop the powers of concentration, memory, and thought. In short, that we learn to learn.
2.Learning to do refers to the acquisition of practical skills, but also to an aptitude for teamwork and initiative, and a readiness to take risks. As such, this pillar is about the competence of putting what we have learned into practice so as to act creatively on our environment. A variety of situations, often unforeseeable, is bound to arise. When this happens, learning to do enables us to turn our knowledge into effective innovations.
3.Learning to live together is the pillar that the UNESCO Commission emphasizes more than any other. It refers first of all to developing an understanding of others through dialogue-leading to empathy, respect, and appreciation. Yet if we are to understand others, we must first know ourselves. Learning to live together is thus also about recognizing our growing interdependence, about experiencing shared purposes, and about implementing common projects and a joint future. Only then will it be possible to manage the inevitable conflicts in a peaceful way.
4.Learning to be is founded on the fundamental principle that education needs to contribute to the all-round development of each individual. This pillar deals with the broadening of care for each aspect of the personality. It deals with giving us the freedom of thought, feeling, and imagination that we need to act more independently, with more insight, more critically, and more responsibly. The end of education is to discover and open the talents which are hidden like a treasure within every person.
B. The Implications or Significance of these pillars.
The Four Pillars of Education, described in Chapter 4 of Learning: The Treasure Within, are the basis of the whole report. These four pillars of knowledge cannot be anchored solely in one phase in a person's life or in a single place. There is a need to re-think when in people's lives education should be provided, and the fields that such education should cover. The periods and fields should complement each other and be interrelated in such a way that all people can get the most out of their own specific educational environment all through their lives.
A teacher help a students to understand the importance of this Pillars of Education. All make the basis of a good education. It gives knowledge and discover the new learning from the teacher to environment. A teacher need the cooperation of a student in order a student gain the competencies they need to adapt in their future.
Delete4 Pillars of Education
ReplyDelete1.Learning to Know
2.Learning to Do
3.Learning to Live Together
4.Learning to Be
Learning to Know
•Knowledge
•dynamic interaction between learner and knowledge
•that is acquiring the instrument of understanding
means – strategy
end – result
accurate - certain
Learning to Do
•so as to be able to act creativity
•learn to learn skills
•learning of skills
Learning to live Together
•So as to participate in and cooperate with other people in all human activities
Learning to Be
•Refer to a person or an individual
Goal
-Scientific humanism
-Creativity
-Social commitment
-Complete man
Dimension
-Mental
-Social
-Emotional
-Moral/ethical
-Spiritual action
-Physical
Implications
•The present curriculum needs to revised and reviewed so as to become
more relevant and related to the present global scenario. A more
balanced approach is required when planning the activities in the
school programme so that aspects like creativity, imagination and
talent are brought to the fore and nurtured.
•The curriculum planners may also take into consideration the gaps at
the prescribed level and the transactional level so that education can
become more effective and meaningful.
•Curriculum planner
s will be able to redesign the secondary school
curriculum by incorporating the important elements as reflected in the
four pillars of education. They may also get guidelines for planning
orientation programmes for teachers for enabling them to handle
school programmes for realizing the objectives of education as
reflected in the Four Pillars of the learning.
•Teachers will be able to understand their changing role in the light of
the Four Pillars, giving them
a new direction and vision. Also, this
will help them in identifying appropriate teaching learning strategies
for realizing the goals related to the Four Pillars of Education.
•Appropriate transactional strategies in relation to the Four Pillars of
Education need to be identified and used by the teachers so that the
desired objectives are achieved.
•The insight gained by the teachers will enable them to focus upon the
components related to the Four Pillars of Education while transacting
the curriculum in the school.
•The research finding will be useful for teacher educators and
teachers
from the point of view of incorporating the strategies related to
education of Four Pillars so that the future teachers are sensitized and
equipped for addressing these issues.
•Teacher Training programmes need to be reorganized in the light of
Education for four pillars. NCT and NCERT may also take
appropriate steps to revamp the secondary school teacher education
Programme, Training programmes need to be developed to empower
and enrich the professional competencies and skills of teachers.
The pillars of education include the four:
ReplyDelete• Learning to Know
• Learning to Do
• Learning to Live Together
• Learning to Be
Learning to Know
This implies learning how to learn by developing one’s concentration, memory skills and ability to think.
Learning to Do
Learning must transform certified skills into personal competence. It is assessed by looking at a mix of skills and talents, social behavior, personal initiative and a willingness to work. These are often referred to as interpersonal skills or peoples’ skills by employers.
Learning to Live Together
Education should help in inculcating a spirit of empathy in students so that it can have a positive effect on their social behavior throughout their lives. Understanding each other, resolving conflicts through dialogue and discussion should be the essential tools of present day education.
Learning to Be
People 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 significance of these pillars will be:
1. As teachers, they can get the right way in nurturing their students;
2. It can mold a person into his right path;
3. Throughout the life of an individual, he can have the guide in dealing things;
4. Its can mold a person not only with his mind but with the different aspects in his life; and
5. Harmonious relationships between individuals will rise.
1. DESCRIBE EACH PILLAR OF EDUCATION.
ReplyDeleteThe four pillars of Education
a. Learning to know: to provide the cognitive tools required to better comprehend the world and its complexities, and to provide an appropriate and adequate foundation for future learning.
: includes problem solving skills and analytical thinking. It encourages curiosity.
b. Learning to do: to provide the skills that would enable individuals to effectively participate in the global economy and society.
: is the acquisition of practical skills needed in the workplace along with the ability to contribute as part of a team and to demonstrate initiative.
c. Learning to be: to provide self analytical and social skills to enable individuals to develop to their fullest potential psycho-socially, affectively as well as physically, for an all-round complete person.
d. Learning to live together: to expose individuals to the values implicit within human rights, democratic principles, intercultural understanding and respect and peace at all levels of society and human relationships to enable individuals and societies to live in peace and harmony.
Values to be developed amongst students
a) Non Violence
b) Cooperation
c) Selfless attitude
d) Developing values
e) Accepting human diversity
f) Instill an awareness of the similarities and interdependence of all people
2. DISCUSS THE IMPLICATION OR SIGNIFICANCE OF THESE PILLARS.
a) Learning to know implies learning how to learn by developing one's concentration, memory skills and ability to think. From infancy, young people must learn how to concentrate - on objects and on other people. This process of improving concentration skills can take different forms and can be aided by the many different learning opportunities that arise in the course of people's lives.
b) Learning to do implies a shift from skill to competence, or a mix of higher-order skills specific to each individual. ‘The ascendancy of knowledge and information as factors of production systems is making the idea of occupational skills obsolete and is bringing personal competency to the fore’. Thus ‘learning to do’ means, among other things, ability to communicate effectively with others; aptitude toward team work; social skills in building meaningful interpersonal relations; adaptability to change in the world of work and in social life; competency in transforming knowledge into innovations and job-creation; and a readiness to take risks and resolve or manage conflicts.
c) Learning to be implies the development of such qualities as: knowledge and understanding of self and others; appreciation of the diversity of the human race and an awareness of the similarities between, and the interdependence of all humans; empathy and cooperative social behavior in caring and sharing; respect of other people and their cultures and value systems; capability of encountering others and resolving conflicts through dialogue; and competency in working towards common objectives.
d) Learning to live together implies a curriculum aiming at cultivating qualities of imagination and creativity; acquiring universally shared human values; developing aspects of a person’s potential: memory, reasoning, aesthetic sense, physical capacity and communication/social skills; developing critical thinking and exercising independent judgment; and developing personal commitment and responsibility.
ReplyDeleteThe four pillars of learning
The four pillars of learning are fundamental principles for reshaping education:
Learning to know: to provide the cognitive tools required to better comprehend the world and its complexities, and to provide an appropriate and adequate foundation for future learning.
Implication: Thinking is something children learn first from their parents and then from their teachers. The process should encompass both practical problem-solving and abstract thought. Both education and research should therefore combine deductive and inductive reasoning, which are often claimed to be opposing processes. While one form of reasoning may be more appropriate than the other, depending on the subjects being taught, it is generally impossible to pursue a logical train of thought without combining the two.
The process of learning to think is a lifelong one and can be enhanced by every kind of human experience. In this respect, as people's work becomes less routine, they will find that their thinking skills are increasingly being challenged at their place of work.
Learning to do: to provide the skills that would enable individuals to effectively participate in the global economy and society.
Implication: The competence of putting what we have learned into right practice so as to act creatively on our environment. A variety of situations, often unforeseeable, is bound to arise. When this happens, learning to do enables us to turn our knowledge into effective innovations.
Learning to be: to provide self analytical and social skills to enable individuals to develop to their fullest potential psycho-socially, affectively as well as physically, for a all-round ‘complete person.
Implication: It implies that with the freedom of thought, feeling, and imagination that we have we need to act more independently, with more insight, more critically, and more responsibly. The aim of development is the complete fulfillment of man and his development in a holistic way as an individual, member of a family and community to become a responsible, and productive citizen. citizen.
Learning to live together: to expose individuals to the values implicit within human rights, democratic principles, intercultural understanding and respect and peace at all levels of society and human relationships to enable individuals and societies to live in peace and harmony.
Implication: Education should help in inculcating a spirit of empathy in students so that it can have a positive effect on their social behaviour throughout their lives. Understanding each other, resolving conflicts through dialogue and discussion should be the essential tools of present day education.
References; www.unesco.org, www.citehr.com
The 4 pillars of education are the ones most deeply connected to education: Teachers, Schools, Parents, and, obviously, Students. I have some thoughts on the roles of each one of these pillars that I’d like to share with you on this post. Any comment, as usual, is more than welcome so we can enrich the discussion. Here goes:
ReplyDelete1. Teachers: Teachers and students play the leading role in the educational play. We, teachers, must bear with the fact that it doesn’t matter how hard schools or parents try to change, if we don’t buy it, nothing will change. This means teachers have got to be more proactive and step up to the challenge. If we compare education to a film, teachers take centre stage together with students. Education should be more learner-centred as information is available to all and students do not depend on teachers to read about anything. Teachers, then, are the supportive actors in the educational play, the ones who are responsible for all the discoveries made by the main character (the student) as the plot unfolds. One of the reasons most people have chosen to become teachers is the fact that teaching is one of the most rewarding professions in the world – and if you’re a teacher you know I’m not speaking financially. The reward comes from seeing learners progress and turn into conscientious citizens. If teachers don’t play their role correctly, the play is bound to be a disaster.
2. Schools: If teachers play the role of the supporting characters, the schools are the setting. There are, as you all know, many other people in a school than teachers and students, and most of the time their role is the same as the role of the crew. They’re not there to be in the spotlight. However, if they don’t do their job properly, there’s no way the film will be a hit. Principals, directors, coordinators, and all the staff should make sure they provide teachers and students with all the necessary conditions for the story to follow its course. This means schools should be more responsive – it’s only by listening to their main stars that they will understand what they have to do. Forcing teachers and students to do things in a certain way is not the way to go. Listening to them and helping them do what they believe to be necessary is a much better way to get there.
3. Parents: Parents are the guest stars of the film. They’ve been students themselves and they can’t simply pretend they’ve forgotten what it is like. They can’t ignore that the world is different these days, either. However, parents should help teachers and schools by being more present in their children’s education. They should get to know the school and the teachers they’re sending their children off to. If they don’t trust the school’s and the teachers’ decisions, it’s not by going against their decisions that they’ll help. It’s only by playing an active role that parents can help schools and teachers do a better job.
4. Students: The stars of the show, they can’t be treated as if they’ve got all the power in the world. Students should know that there are limits and these should be observed even by superstars. Any good main actor understands that it’s important to pay heed to what directors say. Michael Jackson had a vocal coach, Michael Jordan listened to his coach, and Al Patino has got to trust what his directors say about his acting. This doesn’t mean they should simply follow. Much on the contrary. Students ought to be able to listen to others and then think about their own deeds. Students should understand that teachers, schools, and parents are trying to help them shine and become the stars they are to become.
If any revolution is to be carried out in the educational setting, the four aforementioned pillars should all work together. The key word for this to happen, as I see it, is trust. It is only when each pillar is able to trust that the other is doing its job properly that we will have a strong foundation for education to thrive. It is only then that we will achieve our ultimate goal.
DESCRIBE EACH PILLAR OF EDUCATION
ReplyDelete1. LEARNING TO KNOW is the concept of basic and general education with the addition of opportunities to work on specific areas that continue to develop with regards to the rapid change in science, technology and socio-economics.
2. LEARNING TO DO tackles not purely on instructing an individual to perform a specific task but to give a grounding in the concept called personal competence. It is in this concept where technical skills paired with personal competence equips man the ability to perform well in his particular work.
3. LEARNING TO LIVE TOGETHER is a concept of interdependence and complementation. This view is expected to overcome various conflicts within society of differing culture, geography, ethnicity and so forth.
4. LEARNING TO BE is founded on the fundamental principle that education needs to contribute to the all-round development of each individual. This pillar deals with the broadening of care for each aspect of the personality. It deals with giving us the freedom of thought, feeling, and imagination that we need to act more independently, with more insight, more critically and more responsibly. The end of education is to discover and open the talents which are hidden like a treasure within every person.
IMPLICATIONS / SIGNIFICANCE OF THESE PILLARS:
LEARNING TO KNOW: This type of learning is radically different from acquiring itemized codified information or factual knowledge, as often stressed in conventional curriculum and in rote learning. Rather it implies the mastering of the instruments of knowledge themselves. Acquiring knowledge in a never-ending process and can be enriched by all forms of experience.
This pillar of learning implies an educational goal in developing a learning society in a new century. The concept of learning throughout life emerges as one of the keys to the 21st century and the only way of satisfying it is for each individual to learn how to learn.
LEARNING TO DO: This pillar of learning implies in the first place application of what learners have learned or known into practices; it is closely linked to vocational-technical education and work skills training. However it goes beyond narrowly defined skills development for doing specific things or practical tasks in traditional or industrial economies. The emerging knowledge-based economy is making human work increasingly immaterial. Learning to do calls for new types of skills, more behavioral than intellectual. Learning to do thus implies a shift from skill to competence, or a mix of higher-order skills specific to each individual.
LEARNING TO LIVE TOGETHER: It implies an education taking two complementary paths: on one level, discovery of others and on another, experience of shared purposes throughout life. Specifically it implies the development of such qualities as: knowledge and understanding of self and others; appreciation of the diversity of the human race and an awareness of the similarities between, and the interdependence of all humans; empathy and cooperative behavior in caring and sharing; respect of other people and their cultures and value systems; capability of encountering others and resolving conflicts through dialogue; and competency in working towards common objectives.
LEARNING TO BE: This pillar of learning reflects a shift from instrumental view of education, as a process one submits to achieve specific aims, to a humanistic view of education that emphasizes the development of the complete person, in short, learning to be. They imply an educational aimed at all-rounded development and full flowering of the human potential of individual learners. Thus school curriculum should be more balanced, taking into account not only the cognitive-intellectual dimension of personality but its spiritual, moral, social skills and value aspects.
PILLARS OF EDUCATION
ReplyDeleteLearning to know lays the foundations of learning throughout life. This pillar refers to the basic knowledge that we need to be able to understand our environment and to live in dignity. It is also about arousing curiosity, allowing us to experience the pleasures of research and discovery. It faces us with the challenge of combining a sufficiently broad education with the in-depth investigation of selected subjects.
Learning to do refers to the acquisition of practical skills, but also to an aptitude for teamwork and initiative, and a readiness to take risks. As such, this pillar is about the competence of putting what we have learned into practice so as to act creatively on our environment.
Learning to live together is refers first of all to developing an understanding of others through dialogue-leading to empathy, respect, and appreciation. Yet if we are to understand others, we must first know ourselves. Learning to live together is thus also about recognizing our growing interdependence, about experiencing shared purposes, and about implementing common projects and a joint future.
Learning to be is founded on the fundamental principle that education needs to contribute to the all-round development of each individual. This pillar deals with the broadening of care for each aspect of the personality. It deals with giving us the freedom of thought, feeling, and imagination that we need to act more independently, with more insight, more critically, and more responsibly..
IMPLICATION OF EACH PILLAR
a.) Naturally, learning to know presupposes that we develop the powers of concentration, memory, and thought. In short, that we learn to learn.
b.) Learning to do enables us to turn our knowledge into effective innovations.
c.) Learning to live together can help us possibly manage the inevitable conflicts in a peaceful way.
d.) Learning to be can help discover and open the talents which are hidden like a person which are hidden in every person.
The Four Pillars of Education form the basis for the UNESCO-report Learning: The Treasure Within. They cannot be defined separately; they form an integrated whole, complementing and strengthening each other. Education is, after all, a total experience.
ReplyDeleteLearning to know lays the foundations of learning throughout life. This pillar refers to the basic knowledge that we need to be able to understand our environment and to live in dignity. It is also about arousing curiosity, allowing us to experience the pleasures of research and discovery. It faces us with the challenge of combining a sufficiently broad education with the in-depth investigation of selected subjects. Naturally, learning to know presupposes that we develop the powers of concentration, memory, and thought. In short, that we learn to learn.
Learning to do. Learning to do refers to the acquisition of practical skills, but also to an aptitude for teamwork and initiative, and a readiness to take risks. As such, this pillar is about the competence of putting what we have learned into practice so as to act creatively on our environment. A variety of situations, often unforeseeable, is bound to arise. When this happens, learning to do enables us to turn our knowledge into effective innovations.
Learning to live together is the pillar that the UNESCO Commission emphasizes more than any other. It refers first of all to developing an understanding of others through dialogue—leading to empathy, respect, and appreciation. Yet if we are to understand others, we must first know ourselves. Learning to live together is thus also about recognizing our growing interdependence, about experiencing shared purposes, and about implementing common projects and a joint future. Only then will it be possible to manage the inevitable conflicts in a peaceful way.
Learning to be is founded on the fundamental principle that education needs to contribute to the all-round development of each individual. This pillar deals with the broadening of care for each aspect of the personality. It deals with giving us the freedom of thought, feeling, and imagination that we need to act more independently, with more insight, more critically, and more responsibly. The end of education is to discover and open the talents which are hidden like a treasure within every person.
The four pillars acquires on how are we going to position of selves in front of our audience and how to stay in command inside our specific area. Learning to know tells that we should stop learning, more that the science and technology continues to develop itself. Learning to live together tells us on how to live in a small area with quite number of people from different society, cultures, and beliefs. Learning to do tells us on how are we going to adapt and apply the knowledge we and benefit from it. Learning to be tells us on how can we be ourselves despite of the knowledge we have.
1. THE FOUR PILLARS OF EDUCATION
ReplyDeletea. Learning to know lays the foundations of learning throughout life. This pillar refers to the basic knowledge that we need to be able to understand our environment and to live in dignity. In short, that we learn to learn.
b. Learning to do refers to the acquisition of practical skills, but also to an aptitude for teamwork and initiative, and a readiness to take risks. As such, this pillar is about the competence of putting what we have learned into practice so as to act creatively on our environment.
c. Learning to live together is the pillar that the UNESCO Commission emphasizes more than any other. It refers first of all to developing an understanding of others through dialogue-leading to empathy, respect, and appreciation. Yet if we are to understand others, we must first know ourselves. Learning to live together is thus also about recognizing our growing interdependence, about experiencing shared purposes, and about implementing common projects and a joint future. Only then will it be possible to manage the inevitable conflicts in a peaceful way.
d. Learning to be is founded on the fundamental principle that education needs to contribute to the all-round development of each individual. This pillar deals with the broadening of care for each aspect of the personality.
2. Discuss the implications or significance of these pillars of education.
-Learning to know implies learning how to learn by developing one's concentration, memory skills and ability to think. From infancy, young people must learn how to concentrate - on objects and on other people.
-learning to do:In advanced economies there is a shift away from physical work. The implications of this trend for education are even clearer if we look at the development of the service industries in both quantitative and qualitative terms. Most of the active population (60 - 80 per cent) of the industrialized countries is employed in the service sector. The main defining characteristic of this extremely broad category is that it covers activities which are neither industrial nor agricultural and which, despite their diversity, do not involve any tangible product.
-learning to live together: One of education's tasks is both to teach pupils and students about human diversity and to instil in them an awareness of the similarities and interdependence of all people. From early childhood, the school should seize every opportunity to pursue this two-pronged approach. Some subjects lend themselves to this - human geography in basic education, foreign languages and literature later on.
-learning to be: In a highly unstable world where one of the main driving forces seems to be economic and social innovation, imagination and creativity must undoubtedly be accorded a special place. As the clearest expressions of human freedom, they may be threatened by the establishment of a certain degree of uniformity in individual behaviour. The twenty-first century will need a varied range of talents and personalities even more than exceptionally gifted individuals, who are equally essential in any society.
by; NEIL JOSEPH GORRERO
DeletePILLARS OF EDUCATION
ReplyDeleteLearning to know lays the foundations of learning throughout life. This pillar refers to the basic knowledge that we need to be able to understand our environment and to live in dignity. It is also about arousing curiosity, allowing us to experience the pleasures of research and discovery. It faces us with the challenge of combining a sufficiently broad education with the in-depth investigation of selected subjects. Naturally, learning to know presupposes that we develop the powers of concentration, memory, and thought. In short, that we learn to learn.
Learning to do. Learning to do refers to the acquisition of practical skills, but also to an aptitude for teamwork and initiative, and a readiness to take risks. As such, this pillar is about the competence of putting what we have learned into practice so as to act creatively on our environment. A variety of situations, often unforeseeable, is bound to arise. When this happens, learning to do enables us to turn our knowledge into effective innovations.
Learning to live together refers first of all to developing an understanding of others through dialogue—leading to empathy, respect, and appreciation. Yet if we are to understand others, we must first know ourselves. Learning to live together is thus also about recognizing our growing interdependence, about experiencing shared purposes, and about implementing common projects and a joint future. Only then will it be possible to manage the inevitable conflicts in a peaceful way.
Learning to be is founded on the fundamental principle that education needs to contribute to the all-round development of each individual. This pillar deals with the broadening of care for each aspect of the personality. It deals with giving us the freedom of thought, feeling, and imagination that we need to act more independently, with more insight, more critically, and more responsibly. The end of education is to discover and open the talents which are hidden like a treasure within every person.
Implications/Significance
Learning to know: It may be regarded as both a means and an end of human existence. People have to learn to understand the world around them.
Learning to do: Learning must transform certified skills into personal competence. It is assessed by looking at a mix of skills and talents, social behaviour, personal initiative and a willingness to work. These are often referred to as interpersonal skills or peoples’ skills by employers. Knowledge along with other qualities like communication, teambuilding and problem solving skills is most demanded by the service sector these days.People must learn to act appropriately in any kind of situation and they must become involved in shaping the future.
Learning to live together: Education should help in inculcating a spirit of empathy in students so that it can have a positive effect on their social behaviour throughout their lives. Understanding each other, resolving conflicts through dialogue and discussion should be the essential tools of present day education.
Learning to be: The aim of development is the complete fulfillment of man and his development in a holistic way as an individual, member of a family and community and as a responsible citizen.
THE FOUR PILLARS OF EDUCATION
ReplyDelete1.LEARNING TO KNOW implies learning how to learn by developing one's concentration, memory skills and ability to think.
2.LEARNING TO DO represents the skillful, creative and discerning application of knowledge. One must learn how to think creatively, critically, and holistically, and how to deeply understand the information that is presented.
3.LEARNING TO LIVE TOGETHER in peace and harmony requires that quality of relationship at all levels is committed to peace, human rights, democracy and social justice in an ecology sustainable environment.
4.LEARNING TO BE 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.
IMPLICATIONS / SIGNIFICANCE OF THE FOUR PILLARS:
1. Learning to know to provide the cognitive tools required to better comprehend the world and its complexities, and to provide an appropriate and adequate foundation for future learning. This type of learning is concerned less with the acquisition of structured knowledge but more with the mastery of learning tools. The students need to develop learn to learn skills so that they will become lifelong learners.
2. Learning to do to provide the skills that would enable individuals to effectively participate in the global economy and society. The need for lifelong learning is accentuated by increasing globalization and free trade. The demand for global competitiveness created time pressures, altering the work life balance, potentially sacrificing safety and environmental concerns, altering family and social relationships and stretching the bounds of traditional values. This learning will continually upgrade the knowledge and skills acquired by individuals to maintain their competitive edge.
3. Learning to live together to expose individuals to the values implicit within human rights, democratic principles, intercultural understanding and respect and peace at all levels of society and human relationships to enable individuals and societies to live in peace and harmony. The social and emotional learning requires appropriate and continuous training the teacher should practice a just, equitable, and right manner.
4. Learning to be to provide self-analytical and social skills to enable individuals to develop to their fullest potential psycho-socially, affectively as well as physically, for an all-round ‘complete person.
Four Pillars of Education
ReplyDelete1. Learning to know is the first pillar of education, given the rapid changes brought about by scientific progress and the new forms of economic and social activity, the emphasis has to be on combining a sufficiently broad general education with the possibility of in-depth work on selected number subjects. such a general background provides, so to speak, the passport of lifelong education, in so far it gives people to taste but lays the foundation for learning throughout life.
2. Learning to do; represents the skillful, creative and discerning application of knowledge. one must learn how to think creatively, critically, and holistically and how to deeply understand the information that is presented.
3. Learning to live together is one of the major issues in education today, since the contemporary world is too often a world of violence. although there has been conflict throughout history, new factors are accentuating the risk, particularly the extraordinary capacity for self destruction humanity has created in the course of 20th century. By promoting learning to live together with others there is less incidence of conflict in the community and the respect for values of pluralism, mutual understanding and peace are being developed.
4. Learning to be refers to the education in developing all dimensions of the complete person: the physical intellectual, emotional, and ethical integration of the individual into a complete man.
Implications/Significance of these Pillars of Education
Learning to know implies how to learn by developing ones concentration, memory skills and ability to think.
Learning to do implies that in order to learn to live and work together productively, we must first find peace within ourselves,expand or acceptance and understanding of others, and continually strive towards living the values which enable us to contribute more fully to development of a peaceful and just society.
Learning to live together implies that the teacher should help students to develop an understanding of other people and appreciation of interdependence since we live closely connected world.
Learning to be implies the full development of a man towards scientific humanism, creativity, social commitment, and a complete man.
Thank you all for taking time in posting your assignments here..I'll give the rubric when we meet:)
ReplyDeleteMs. JAB