BABYLYN

ADRA

PRENCESS
RITUAL

MAAN

ELAINE
LLANES
MARIA

MACALINGA
MAY-ANN

ADRA – What are the four pillars? MACALINGA – LEARNING TO LIVE

LEARNING TO KNOW TOGETHER
CASTIILLO
DANTE

RITUAL – LEARNING TO DO CASTILLO – LEARNING TO BE

LLANES – What then should be the focus FERRIOL – The Faure Report, LEARNING
of education in relation to the
pillar LEARNING TO DO? TO BE
FERRIOL
ELVIE
 What are the Four
Pillars of Education?
 Learning to
LIVE
Learning to TOGETHER
KNOW
Learning to
Learning to
BE
DO
 Learning to know
 implies learning how to learn by developing
one's Concentration, memory skills and ability
to think.

Includes the development of the faculties of memory,

imagination, reasoning, problem solving, and the
ability to think in a coherent and critical way.
Involves the development of knowledge and skills
needed to function in the world.

The skills include literacy, numeracy, critical

thinking.

 It also presupposes learning to learn

(autonomous learning) so as to benefit from the
opportunities education provides throughout
life.
To learn to know students need to develop
learn-to-learn skills as:
learning to read with comprehension
data gathering

listening note taking

accessing, processing and

observing
selecting information
asking questions
 What then is the role of the 21st century
teacher?
The teacher helps the learners to:

develop values and skills for develop critical

searching for knowledge and thinking,
wisdom,
acquire tools and
learn to learn, processes for
understanding,
acquire a taste for learning
throughout life, develop intellectual
curiosity.
LEARNING TO DO
(Second Pillar)
It demonstrate that in order
to learn to live and work
together productively and
harmoniously, we must first
find peace within ourselves.
 Involves the acquisition of
skills that would enable
individuals to effectively
participate in global economy
and society.
 Not only as putting knowledge and
learning into practice innovatively
through skills development and
practical know-how, but also as the
development of competence, life skills,
personal qualities, aptitude and
attitude.
Traditional UNESCO’s
Perspective Perspective

Certified Personal
skills Competence
 Personal competence

Combining certified skills acquired

through technical and vocational
training, social behavior, personal
initiative and willingness to take risk.
It is clear that technical and vocational
education and training needs to
encompass all four pillars of learning
in order to prepare the individual with
knowledge, skills, qualities, values,
attitudes, and abilities to communicate
effectively and work together
productively with others.
WHAT THEN SHOULD BE THE
FOCUS OF EDUCATION IN
RELATION TO THE PILLAR
“LEARNING TO DO”?
 to launch into a lifelong continuum
of knowledge, values, attitudes,
competencies and skills.
 thechanging work
environment requires the
development of new
knowledge and skills.
 the increasing globalization and free
trade resulting to New economic
pressures requires both individuals and
businesses to continually upgrade
knowledge and skills to maintain their
competitive edge.
 the need to remain competitive
throughout life raises the obvious
concern of equitable access to
learning opportunities and also to
meaningful work of all.
 the need for values in education
and training associated with life
skills, developing the ability to
manage one's life and time
effectively.
Skill Development
Practical know-how
Development of Competence
Life skills personal qualities
Aptitudes
Attitudes
Learning to Live
Together
Learning To Live Together
Involves the development of social skills
and values.
Is a dynamic, holistic and lifelong
process.

Involves developing, broadening or changing

perceptions of an attitude toward ourselves
and others.
The role of the teacher in relation to the
third pillar
 Helps the students to develop an
understanding of other people and
appreciation of interdependence

Helps to realize the value of being able to live

together in their gradually world
 Provides a safe and accepting learning
environment of learning

 Provides a safe and accepting learning

environment of learning
Helps students develop self-awareness and self-
esteem as well as empathy and respect for others
and requires capacity for active citizenship,
development of both local and global identity and
an ability to understand others and appreciate
diversity.
Learning
to BE
The Faure Report,
Learning to Be,
summarizes the universal
aims of educations as follows:
1. Towards a scientific humanism,

based on scientific and technological

training. Command of scientific
thought and language has become
indispensable in today’s world.
2. Creativity
means preserving each individual’s originality and
creative ingenuity, along with realism; transmitting
culture without stifling the individual; encouraging
the use of one’s gift, aptitudes and personal forms of
expression without cultivating egoism, and paying
attention to the individual’s specific traits without
overlooking collective activity and welfare.
3. Towards social commitment
consists of preparing the individual for life in
society, moving him/her into a coherent moral,
intellectual and effective universe composed of sets
of values, interpretations of the past and
conceptions of the future; a fundamental store of
ideas and information, a common inheritance.
4. Towards the complete man
respects the many sidedness of personality as
essential in education if the individual is to develop
for himself/herself as well as for others. This calls
for a search for balance for among he various
intellectual, ethical, emotional, physical and
spiritual components of personality.
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.
Learning to Be
operates on the fundamental
principle that education must
contribute to the total development
of the whole person.
 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 proceeds to valuing, reflecting,
choosing, accepting, appreciating,
and acquiring needed skills such as
communication, decision-making,
and finally results into action.
It seeks an integration of the
learner’s knowledge, values and
attitudes, abilities and skills to bring
out his/her full development (A
UNESCO-APNIEVE Sourcebook 2,
2002).
G
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O ADRA, BABYLYN S. RITUAL, PRENCESS MAAN C. LLANES, MARIA ELAINE C.

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MACALINGA, MAY-ANN R. CASTILLO, DANTE M. FERRIOL, ELVIE M.