Bernard D.

Otero
EDUC 8

TCP-I
Seat no. : 34

FOUR PILLARS OF EDUCATION

To

To

To

To

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. Therefore learning to know can be regarded
as both a means and an end in learning itself and in life. As a means, it serves to enable individual
learners to understand the very least enough about the nature, about humankind and its history, about
his/her environment, and about society at large. As an end, it enables the learner to experience the
pleasure of knowing, discovering and understanding as a process.
Learning to do
This pillar of learning implies in the first place for application of what learners have learned or known
into practices; it is closely linked to vocational-technical education and work skills training. Learning to
do thus 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.
Learning to live together
Learning to live together is the pillar UNESCO emphasizes more than any other. It refers first of all to
developing an understanding of others through dialogueleading 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
inevitable conflicts in a peaceful way.
Learning to be
Learning to be is founded on the fundamental principle that education needs to contribute to the allround 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 hidden like a treasure within every person.

Bernard D. Otero
EDUC 8

TCP - I
Seat no. : 34

Types of Sexual Harassment

1. Gender Harassment: Generalized sexist statements and behavior that convey insulting or
degrading attitudes about women. Examples include insulting remarks, offensive graffiti,
obscene jokes or humor about sex or women in general.
2. Seductive Behavior: Unwanted, inappropriate and offensive sexual advances. Examples
include repeated unwanted sexual invitations, insistent requests for dinner, drinks or dates,
persistent letters, phone calls and other invitations.
3. Sexual Bribery: Solicitation of sexual activity or other sex-linked behavior by promise of
reward; the proposition may be either overt or subtle.
4. Sexual Coercion: Coercion of sexual activity or other sex-linked behavior by threat of
punishment; examples include negative performance evaluations, withholding of
promotions, threat of termination.
5. Sexual Imposition: Gross sexual imposition (such as forceful touching, feeling, grabbing) or
sexual assault.

Bernard D. Otero
EDUC 8

TCP - I
Seat no. : 34

Sexual Harassment (Sexual Imposition)

Sexual Imposition: Gross sexual imposition (such as forceful touching, feeling, grabbing)
or sexual assault.