1 FTC 3 The Teaching Profession

Module 1 The Teacher as a Person and His

Lesson 4 Roles in the Society

Lesson 4: UNESCO’s 4 Pillars of Learning

Introduction:
... education is at the heart of both personal and community development; its mission is to enable
each of us, without exception, to develop all our talents to the full and to realize our creative
potential, including responsibility for our own lives and achievement of personal aims. Jacques
Delors (Delors, 1996, p 17)

LEARNING TO KNOW
Learning to Know Implies learning how to learn by developing one's Concentration, Memory skills
and Ability to Think. Learning to Know Learning to Know involves the development of Knowledge
and Skills that are needed to function in the world. These skills include Literacy, Numeracy and
Critical Thinking. People have to learn to understand the world around them by combining a
sufficiently broad general knowledge with the opportunity to work in depth on a small number of
subjects. This also means learning to learn (autonomous learning), so as to benefit from the
opportunities education provides throughout life. As a result of learning, the person is transformed
— they are more Enlightened, more Empowered, more Enriched.

Learning to Know helps individuals to:

Develop values and skills for respecting and searching for knowledge and wisdom
Learn to learn
Acquire a taste for learning throughout life
Develop critical thinking
Acquire tools for understanding the world
Create a curious mind/learner
Understand sustainability concepts and issues
In summary; Learning to Know helps with the knowledge and information needed to work in
a globalized, information society and knowledge economy, and the tools for learning how to learn
and to independently acquire knowledge.

LEARNING TO DO
Learning to Do- It describes putting knowledge and learning into practice innovatively through:
(1) Skill development and
(2) Practical know-how,

REY E. DALUSONG, LPT, MAED, Instructor-1

2 FTC 3 The Teaching Profession

(3) Development of
(4) Life skills, competence,
(5) Personal qualities,
(6) Aptitudes and
(7) Attitudes.

Learning to Do Learning to Live Do involves the acquisition of Skills that are often linked to
occupational success, such as computer training, managerial training and apprenticeships. Learning
to Do:
 Clearly defined task
 Routinal practice transmission
 Ascendancy of knowledge & information Development of personal competence
 Development of social behaviour
 Aptitude for teamwork
 Risk taking initiative and readiness
 Excellent interpersonal skill

All things considered, the new forms of personal competence are based on a:
Body of theoretical & practical knowledge
Personal dynamism
Good problem-solving,
Decision-making,
Innovative and
Team skills.

It is clear that Technical and Vocational Education and Training (TVET) needs to encompass
all four pillars of learning in order to prepare the individual with the knowledge, skills, qualities,
values, attitudes and abilities to communicate effectively and work together productively with
others.
― Learning to DO- is anchored within the context of lifelong learning and TVET, in
preparation for life and the world of work.
― Learning to DO: identifies work-related values for technical and vocational education
and training that contribute to the development of the whole person; the worker and the citizen with
the knowledge, values, attitudes, behaviours and skills, needed to be able to participate fully and
work effectively, ethically and responsibly, in a globalized world. . . . in order to acquire not only
an occupational skill, but also, more broadly, the competence to deal with many situations and work
in teams. It also means learning to do in the context of young peoples‘ various social and work
experiences which may be informal, as a result of the local or national context, or formal, involving
courses, alternating study and work. represents the skillful, creative and discerning application of
knowledge, one must first learn how to learn effectively, how to think creatively, critically and
holistically, and how to deeply understand the information that is presented, and its systemic
implications for individuals and for society, in both the short and longer term.

LEARNING TO LIVE TOGETHER

Learning to Live together Learning to live together in peace and harmony is a dynamic, holistic and
lifelong process through which (the shared values) are internalized and practiced. The process

REY E. DALUSONG, LPT, MAED, Instructor-1

3 FTC 3 The Teaching Profession

begins with the development of inner peace in the minds and hearts of individuals engaged in the
search for truth, knowledge and understanding.

Learning to Live Together

Learning to Live Together involves the development of social skills and (1) values such as respect
and (2) concern for others, social and (3) inter-personal skills and an appreciation of the diversity
of the World.

Education should adopt two complementary approaches.

From early childhood:
It should focus on the discovery of other people in the first stage of education.
In the second stage of education and in lifelong education, it should encourage involvement in
common projects. Discovery of other people Encourage involvement in common projects

Discovery of other people

Teach pupils and students about human diversity
Instill in them an awareness of the similarities and interdependence of all people Some
subjects lend themselves to this human geography in basic education, foreign languages and
literature later on
Children should be taught to understand other people's reactions by looking at things
from their point of view
Teaching the history of religions or customs can provide a useful reference tool for
moulding future behavior
Recognition of the rights of other people should not be jeopardized by the way children
and young people are taught One of the essential tools for education in the twenty-first
century will be a suitable forum for dialogue and discussion.

Encourage involvement in common projects

Introduce young people to collaborative projects from an early age ,
The renovation of slum areas,
Help for disadvantaged people,
Humanitarian action,
Senior citizen help schemes
Involvement of teachers and pupils in common projects can help to teach a method for
resolving conflicts and provide a valuable source of reference for pupils in later life.

Educational initiatives For Learning to Live Together

Educational initiative, Nature of learning goals, Peace education, Conflict resolution, peace,
reconciliation, tolerance, respect for human rights, civic participation, Education for mutual
understanding, Multicultural/intercultural education, Human rights education, Life-skills‘/ health
education, Citizenship education, Education for sustainable development, Humanitarian education ,
Values education, Social cohesion, respect for diversity, inclusive national identity, Tolerance,
respect for diversity, antiracism, non-discrimination, Respect for human rights and responsibilities,
rights of women, children and minorities, tolerance, nondiscrimination, prevention of bullying, civic
participation, Preventive health/HIV-AIDS prevention, prevention of substance abuse, respect for
the health rights of others, respectful relationships, Active and responsible participation in
civic/political life, democracy, respect for human rights, tolerance, Environmental sustainability,

REY E. DALUSONG, LPT, MAED, Instructor-1

4 FTC 3 The Teaching Profession

respect for the rights and welfare of all, Respect for humanitarian norms, humanitarian acts,
nondiscrimination Internalization of values of peace, respect and concern for others.

Learning to live appropriately with others is important in our everyday lives – from life in the
school, family and community to the special problems of adolescent relationships.
■ Learning to live together in the wider society requires awareness of and respect for human
rights and the responsibilities of local, national and global citizenship.
■ Learning to live together as responsible citizens can help reduce tensions due to ethnic or
other divisions and social disparities which contribute to the instability or civil conflict seen in
many nations today.

LEARNING TO BE
Learning to Be The all-round development of the whole person, to fulfill his/her highest potential,
and be able to think, decide and act independently— the source of creativity, innovation and
entrepreneurship. The aim of development is 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 a community, citizen and producer, inventor of techniques and creative
dreamer‗.

Learning to Be Learning to Be involves activities that foster personal development (body, mind and
spirit) and contribute to creativity, personal discovery and an appreciation of the inherent value
provided by these pursuits.

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. In that connection,
education must not disregard any aspect of a person‘s potential: memory, reasoning, aesthetic
sense, physical capacities and communication skills.

The 21st century will need a varied range of talents and personalities even more than exceptionally
gifted individuals, who are equally essential in any society. Both children and young persons should
be offered every opportunity for aesthetic, artistic, scientific, cultural and social discovery and
experimentation, which will complete the attractive presentation of the achievements of previous
generations or their contemporaries in these fields. At school, art and poetry should take a much
more important place than they are given in many countries by an education that has become more
utilitarian than cultural. Concern with developing the imagination and creativity should also restore
the value of oral culture and knowledge drawn from children's or adults' experiences.

The 4 Pillars guarantees a complete Education

1 Learning to Know
2 Learning to Do
3 Learning to Live together
4 Learning to Be

References:

Data source: - Canadian Council on Learning, Composite Learning Index UNESCO resources – Learning to
Know, Learning to Do, Learning to together, Learning to Be UNESCO: International Bureau of Education,

REY E. DALUSONG, LPT, MAED, Instructor-1

5 FTC 3 The Teaching Profession

Geneva, 2004 – Learning to Live Together Analysis by: Wale Micaiah (M.Sc., CISM, CCNP-Sec, MCSA) e:
walegate@yahoo.com m: 08078001800 b: walemicaiah.blog.com w. www.statisense.com Freely share,
freely use and freely acknowledge the source – © Wale Micaiah

https://blog.adioma.com/9-types-of-intelligence-infographic/

Children with Special Educational Needs: Information Booklet for Parents (ncse.ie)

REY E. DALUSONG, LPT, MAED, Instructor-1