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The Four Pillars

of Education
By: Balba, Aisa
Amigo, Mary Joy
Fuertes, Nelia
Ocampo, Marbie
Learning Learning Learning to Learning
to to do live together to be
know
The Purpose of the
Four Pillars of
Education
The Purpose of the Four Pillars of
Education

(1.) The first purpose articulates the educational


aim of the four pillars as the development of the
complete person. By complete person, according
to Delors (1996), means the full flowering of
human potential and tapping hidden talents. It
also means the nurturing of learner's capacity for
self-direction and fulfilment, which will finally lead
to self-actualizing behavior.
(2.) The second expresses the collective goal of the
four pillars, which is societal and global
developments. Here, the learner is expected not
only to be active in constructing or defining
himself, but he should also help in reconstructing
or transforming his community, society, and the
world as well.
A desire to learn
continuously through one’s
lifetime is a mark of a 21st

century leaner.
The International Commission
on Education for the Twenty-first
Century to UNESCO, headed by
Jacques Delors, identified learning
throughout life as a key to meet the
st
challenges of the 21 century.
Learning How to Learn
-necessary skill to cope with
the rapid changes and
challenges of the present and
the future.
Lifelong Learning- a
philosophy that involves the development
of knowledge, skills attitudes, and values
throughout one’s life from early through
adulthood.
Learning to Know
 involves the acquisition
and development of
knowledge and skills that
are needed to function in
the world.
Examples of skills under this pillar of learning include :

Literacy- is the ability to read and write, or to having


knowledge about a specific subject.
Numeracy-is the ability to understand and work with
numbers : the quality or state of being numerate.
Critical thinking-is the intellectually disciplined process of
actively and skillfully conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information gathered
from, or generated by, observation, experience, reflection,
reasoning, or communication, as a guide to belief and
action
AISA M. BALBA
What will you have to do with
what you know?
Learning to Do

Is another pillar of education.


In addition to learning to do a job or work,
this second pillar should, more, generally
entail the acquisition of a competence
that enables people to deal with a variety
of situations, often unforeseeable.
Learning to Do
Demonstrates that in order to learn to live
and work together productively and
harmoniously, we must:

• Find peace within ourselves


• Expand our acceptance and
understanding of others
• Continually strive towards living the
values
Learning to Do
Education must contribute to
the all-round development of
each individual- mind and
body, intelligence,
sensitivity, aesthetic sense,
personal responsibility and
spiritual values.
Jacques Delor
Learning to Do
It describes putting knowledge and learning
into practice innovatively through:

• Skill development
• Practical know -how
• Development of competence
• Life skills
• Personal qualities
• Aptitudes
• Attitudes
Learning to Do

Education as:
“reaching out to embrace
the whole of society and
the entire lifespan of the
individual”.

Edgar Faure
Learning to Do

It is clear that Technical and Vocational


Education and Training (TVET) needs to
encompass all pillars of learning in order to
prepare the individual with the knowledge, skills,
qualities, values, attitude and abilities to
communicate effectively and work together
productively with others.
Learning to Do
Learning throughout life is the key to the 21st
century- essential for adapting to the
evolving requirements of the labor market
and for the better mastery of the changing
time frame and rhythms of individual
existence.

-Delors Commission
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.
Learning to Do
Personal and Work Values for Learning to Do
Mary Joy C. Amigo
Four Pillars of Education

Learning to Live Together

In peace and Harmony

Third Pillar
Caring/Sharing,Compassion
, Emphathy, gratitude,
interdependence,
love,spiritually, tolerance
Acceptance,
Accountability, Active and
Cooperation, Responsible
Diversity, Equality and Citizenship, Critical
Justice, Freedom and CORE
VALUES Thinking, Equality,
Responsibility Freedom/Responsibi
Honesty, Integrity, lities, Respect for
Respect for human Law/Order, Self-
dignity, Truth Discipline,Solidarity
Creativity, Efficiency,
Environmental Concern,
Future Orientedness,
Frugality, Industry, Personal
Ecology, Stewardship of
Resources, and Simplicity
Nelia M. Fuertes
Four Pillars of Education

LEARNING TO BE
Learning to be

• Is the fourth pillar, which is the dominant theme of the


EDGAR FAURE report
• “Learning To Be: The World of Education Today and
Tomorrow.” published by UNESCO ( United Nations
Educational, Scientific and Cultural Organization).
• 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.
The International Commission on Education

• For the 21st century picks up on this theme and clearly


set as a fundamental principle that “education” must
contribute to the all- round development of each
individual- mind and body, intelligence, sensitivity,
aesthetic sense, personal responsibility, and spiritual
values.
The International Commission on Education

• It describes learning to be as “ the complete fulfillment


of man, in all the richness of his personality, the
complexity of his forms of expression and his various
commitments- as individual, member of a family and
of community, citizen and producer, inventor of
techniques and creative dreamer (Delors, 1996)
Delors Commission

•Further defines Learning to be as a


“dialectical process”
APNIEVE (Asia Pacific Network for International
Education and Values Education)
• Definition of learning to be is founded on humanistic
philosophy of education which aims at the overall
development of the human person as an individual and
as a member of society.
Faure

• Report refers to the individual as “unfinished,”


“divided”, and “incomplete”.
Paulo Freire

• An outstanding Brazilian Educator, recipient of the


UNESCO International Award on Education, the
Comenius Medal.
• According to him “humanization is a man’s ultimate
vocation and destiny”, and this can be accomplished
through conscientization.
Conscientization
• Is the process of becoming aware of the contradictions
existing within oneself and in society and of gradually
being able to bring about the personal and social
transformation.
The Faure Report, learning to be, summarizes
the universal aims of education as follows:

• Toward scientific humanism


• Creativity
• Towards social commitment
• Towards the complete man
List of Core and related Values Anchored on
Human Dignity
• Health and harmony with nature

Holistic Health

Respect for Life

Physical Fitness

Environmental Care
List of Core and related Values Anchored on
Human Dignity

• Truth and wisdom


Critical Thinking/Wholistic Thinking
Enlightenment/Insight
Futures Orientation
Scientific Humanism
List of Core and related Values Anchored on
Human Dignity
• Love and compassion

Self-worth/Self-confidence/Self-actualization

Honesty/Integrity

Self-Discipline

Empathy/Caring and Sharing


List of Core and related Values Anchored on
Human Dignity

• Creativity and appreciation of beauty

Imagination

Intuitive Sense
Artistic Expression
Sensitivity
List of Core and related Values Anchored on
Human Dignity
• Peace and justice

Respect for Human Rights

Social Responsibility

Tolerance

Equality
List of Core and related Values Anchored on
Human Dignity

• Sustainable human development


Economic Justice and Equity

Productivity/Efficiency

Stewardship of resources

Work Ethic/Industry

Simplicity
List of Core and related Values Anchored on
Human Dignity
• National unity and global solidarity

Love of Country Interdependence

Democracy International Understanding

Active & Responsible Citizenship

Global Peace Unity in diversity


List of Core and related Values Anchored on
Human Dignity

• Global spirituality

Faith in the Sacred Source

Religious Tolerance

Inner Peace

Unity and Interconnectednes


Marbie C. Ocampo