Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Region V
POLANGUI COMMUNITY COLLEGE

Social Dimension of Education

Prof. Ed 13

Module 2
Four Pillars of Education

3
 THE FOUR PILLARS OF EDUCATION
Module 1 (Social Dimension of Education)

“Learning is a process that lasts a lifetime, both in its duration and its diversity”
~ Fuare Report, 2013

Introduction
"Learning the Treasure Within", the report of the International Commission on Education
for the Twenty-first Century, chaired by Jacques Odors, and published by UNESCO in 1996 provides
new insights into education for the 21st Century. It stresses that each individual must be equipped
to seize learning opportunities throughout life, both to broaden her/his knowledge, skills, and
attitudes, and adapt to a changing, complex and interdependent world. This is referred to as
"lifelong learning.
Learning Outcomes
• Identify the four pillars of education
• Internalize the importance of living in harmony with each other and with the environment
• Demonstrate solidarity of mankind regardless of race, religion, and culture in various situations
• Apply the four pillars of education in different learning experiences

What Are The Four Pillars of Education?

The International Commission on Education for the 21st Century advocates four pillars of
education. The four pillars of education are proposed as a framework to understand what
students need to acquire and develop in themselves.

Figure 4 below shows the overview of the four pillars of education.

Source: Graphics adapted from “Four Pillars of an Effective Sales Service (2011)."
What do the Four Pillars mean to you?
The framework organized lifelong learning into four pillars: learning to know, learning to
do, learning to live together, and learning to be which are fundamental in reshaping 21st century
education.

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 that are 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
➢ listening
➢ observing
➢ asking questions
➢ data gathering
➢ note taking
➢ accessing, processing and selecting information

What then is the role of the 21st century teacher?

In the 21st century, the emphasis is not on "what there is to know" but on "learning to know."
The teacher then becomes a facilitator, catalyst, monitor, and evaluator.
➢ The teacher helps the learners to:
➢ develop values and skills for searching for knowledge and wisdom,
➢ learn to learn,
➢ acquire a taste for learning throughout life, develop critical thinking,
➢ acquire tools and processes for understanding,
➢ develop intellectual curiosity.
As a result, the learner is transformed — more Enlightened, more Empowered, more Enriched.
Learning to do
• Involves the acquisition of skills that would enable individuals to effectively
participate in the global economy and society (Zhou, 2006).
• Implies the application of what learners have learned or known into practice and zis
closely related to vocational-technical education and work skills training and how
one's knowledge can be applied or put into practice as one progresses through life
— from school to the world of work.
• Demonstrates that in order to learn to live and work together productively and
harmoniously. we must first find peace within ourselves, expand our acceptance and
understanding of others, and continually strive towards living the values which
enable us to contribute more fully to the development of a peaceful and just society.
• Is anchored within the context of lifelong learning and technical and vocational
education and training, in preparation for life and the world of work.
• Involves not only putting knowledge and learning into practice innovatively through
skill development and practical know-how, but also as the development of
competence, life skills, personal qualities, aptitudes, and attitudes.
Learning to Do can no longer have the simple meaning of preparing someone for a clearly
defined task and can no longer be regarded as the simple transmission of a more or less routine
practice... the ascendancy of knowledge and information... is bringing personal competence to the
fore... employers are seeking competence. a mix, specific to each individual, or skill, social behavior,
of an aptitude for teamwork, and of initiative and a readiness to take risks.
It is clear that technical and vocational education and training need 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. The
other three pillars arc learning to know, learning to be, and learning to live together.
 It has become increasingly clear, since Edgar Faure presented his report to UNESCO in 1972,
entitled Learning To Be: the World of Education Today and Tomorrow that learning throughout life
is here to stay. At that time in 1972, Faure envisioned education as "reaching out to embrace the
whole of society and the entire lifespan of the individual" and imagined a world in which every
person has the opportunity to keep learning throughout life and which lifelong education would be
the keystone of the learning society.
What then should be the focus of education in relation to the pillar of Learning To DO?
Education, incorporating general and vocational education should enable the learner

• to launch into a lifelong continuum of knowledge, values, attitudes,

competencies, and skills.
• the changing work environment requires the development of new knowledge
and skills.
• the increasing globalization and free trade resulting in 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 for
all, and the urgency for maintaining and advancing human dignity and worth.
• the need for values in education and training associated with life skills,
developing the ability to manage one's life and time effectively, and the
capacity for teamwork, responsible corporate and global citizenship, and
democracy.
The development and internalization of such values in practice is, of course, an ongoing
process that must be continually reinforced both which must be continually reinforced through both
formal and non-formal education and training throughout life.
To summarize, learning to do involves putting knowledge and learning into practice
innovatively through
➢ Skill development
➢ Practical know-how
➢ Development of competence
➢ Life skills personal qualities
➢ Aptitudes
➢ Attitudes
Learning To Live Together
Of the four pillars of education,
"learning to live together" is the one most
vital to building a genuine and lasting
culture of peace in both the Asia-Pacific
region and throughout the world. The three
other pillars — "learning to know",
"learning to do", and "learning to be" — are
the bases for learning to live together.

Learning to Live Together

• involves the development of social skills and values such as respect and concern
for others, social and interpersonal skills, and an appreciation of the diversity among
people.
• is a dynamic, holistic and lifelong process through which mutual respect,
understanding, caring and sharing, compassion, social responsibility, solidarity,
acceptance, and tolerance of diversity among individuals are groups (ethnic, social,
cultural, religious, national and regional) are internalized and practiced together to
solve problems and to work towards a just and free, peaceful and democratic society.
• involves developing, broadening, or changing perceptions of an attitude toward
ourselves and others and consequently, the way we behave in our daily encounters
and interactions with others.

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
conflicting throughout history, new factors are
accentuating the risk, particularly the extraordinary
capacity for self-destruction humanity has created in the
course of the 20'h century. Therefore, we believe it is
necessary to devise a form of education that will make it
possible to avoid conflicts or resolve them peacefully by
promoting learning to live together with others, by
developing a spirit of respect for the values of pluralism and
the need for mutual understanding and peace.
What is the role of the teacher in relation to the third pillar?
➢ The teacher helps the students to develop their understanding of other people and
appreciation of independence since we live in a closely connected world.
 ➢ The teacher helps students to realize the value of being able to live together in their
gradually enlarging world: home school, community, town, city, province, country, and the
world as global village.
➢ The teacher provides a safe and accepting learning environment for learning.
➢ The teacher helps students develop life and career skills as social and cross-cultural skills and
flexibility and adaptability.
➢ The teacher helps students develop self-awareness and self-esteem as well as empathy and
respect for others ad requires the capacity for active citizenship, development of both local
and global identity, and an ability to understand others and appreciate diversity.

Let’s Try This (Activity 1)

Read the story below, then answer the questions that follow.
Sinag is a nine-year old student in a community elementary school. Having been afflicted with polio
when she was a baby, she now walks with a noticeable limp. One afternoon, Sinag came home in
tears. Her mother, Mrs. Tala, asked her what happened. Sinag replied that some of her classmates
bullied her and made unkind remarks about her gait. Some even mockingly imitated the way she
walked. Sinag tried to approach her teacher to tell her classmates to stop teasing her but she was
simply ignored.

Answer the following questions.

1. If you were Sinag’s teacher, what would you have done?
__________________________________________________________________________
__________________________________________________________________________
2. What advice would you have given to the teacher who ignored Sinag’s request for help?
__________________________________________________________________________
__________________________________________________________________________
3. Are her classmates justified in teasing Sinag? Why/Why not?
__________________________________________________________________________
__________________________________________________________________________

4. Did the situation reflect a respect for people’s individual differences? Why/Why not?
__________________________________________________________________________
__________________________________________________________________________

Learning to Be
 Last, but far from least, is the
fourth pillar: learning to be which is the
dominant theme of the Edgar Faure
report Learning to Be: The World of
Education Today and Tomorrow,
published by UNESCO.
The Learning to Be pillar first
used as the title of the 1972 Report to
UNESCO of the International
Commission on the Development of
Education, 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, which is a broad definition
of the fundamental aims of education (Delors, 1996, p. 156)
The International Commission on Education for the 21 st Century picks up on this theme and
clearly sets 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. It describes Learning to Be as, “the complete
fulfillment of man, in all 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” (Delors, 1996, p. 95)
The Delors Commission further defines Learning to Be as a “dialectical process, which starts
with knowing oneself and then opens to relationship with others. In that sense, education is above-
all an inner journey whose stages correspond to those of the continuous maturing personality… it
is thus a very individualized process and at the same time a process of constructing social
interaction” (Delors, 1996, p. 95)
APNIEVE's definition of learning to be is founded on a humanistic philosophy of education
which aims at the overall development of the human person as an individual and as a member of
society. It takes account of all the powers, faculties and innate potentials within the human person,
respecting the dignity and worth of each individual. It underscores the humanistic dimensions in
quality of education, highlighting the role of values and attitudes towards a holistic and integrated
approach to education.
Faure's Report refers to the individual as "unfinished," "divided," and "incomplete."
Education therefore must be directed towards the development of the "complete man." of physical,
intellectual, emotional and ethical integration of the individual into a complete man is a broad
definition of the fundamental aim of education."
According to Paulo Freire, an outstanding Brazilian educator, recipient of the UNESCO
International Award on Education, the Comenius Medal, "humanization is 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 personal and social transformation. This begins when the
individual becomes fully conscious of his own creative potential and aims at becoming fully human.
The Fame Report. Learning to Be. summarizes the universal aims of education 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.
Objective knowledge, however, must be directed towards action and primarily in the
service of humankind. Here one can speak of science with a conscience, and science at
the service of development. Citizens of the new millennium must learn to be scientific
humanists.
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 gifts, aptitudes and personal forms of expression without cultivating egoism, and
paying attention to the individual’s specific traits without overlooking collective activity
and welfare. This can be done when there is respect for the creativity of others and other
cultures. Perez de Cuellar refers to “creative diversity” in his report of the World
Commission of Culture to UNESCO, 1996.
3. Towards social commitment consists of preparing the individual for life in society,
moving him/her into a coherent moral, intellectual and affective 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. An individual comes into a full
realization of his/her own social dimension through active participation in the
functioning of social structures and a personal commitment to reform, when necessary.
This, in essence is the practice of democracy.
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 among the 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: physical, intellectual, aesthetic, ethical, economic,
socio-cultural, political, and spiritual as he/she relates with others in the family, community, nation,
region and the world.
.
 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 about his/ full development
(A UNESCO-APNIEVE Sourcebook 2, 2002).

Activity 2
Compose a song or write a poem about harmony and solidarity
Post your Composed Song/Poem in our Google Classroom

RUBRICS
Activity 3: Reflect on this
How would you apply your knowledge of the four pillars of education in your day-to-day living?
Cite concrete illustrations.

The four pillars of education stressed in the report of the International Commission on
Education for the 21st century are: learning to know, learning to do, learning to live together, and
learning to be. These pillars are crucial to peace and mutual understanding by emphasizing the value
of education as a manifestation of the spirit of unity. This stems from the will to live together as
active members of a global village and contribute to the attainment of a culture of peace.
End of Module Assessment
Questions
1. What are the four pillars of education?
2. How would you apply your knowledge of the four pillars of education in your day-
to-day living? Cite concrete illustrations.
3. Collect clippings from magazines and newspapers about people's activities aimed
at achieving unity and solidarity in the society. Share your opinions on the ideas
expressed.

References
Delors, J. , et. al. (1996). Learning: The Treasure Within. Paris, UNESCO.

Pefianco, E.C. (2009). Competency Standards for 21st Century Teachers in Southeast
Asia. Retrieved 7 October 2010 http://www.unescobkk.org/fileadmin
/user_upload/apeid/Conference/12 Conference/Paper/5D2_paper.pdf

Quisumbing, L. and J. De Leo (2005) (eds.). Learning To Do. Values for Learning and Working
Together in a Globalized World. An Integrated Approach to Incorporating Values Education in
Technical and Vocational Education and Training. UNESCO-APNIEVE Sourcebook No. 3 for Trainers,
Teachers and Students in the Area of TVET