THE FOUR PILLARS

OF EDUCATION
 The aim of development is the complete
fulfilment of the individual in all the richness
of the human personality, the complexity of
the human powers of expression and
commitments.

- Jacques Delors
 Thefour pillars of education is UNESCOs
Vision of Millennium and the UNESCOs
concocted formula to best prepare 21st
century learners to survive in the 21st
century environment.
FOUR PILLARS OF EDUCATION
Learning that allows the students to take a journey
from continuous learning throughout life to
learning to live together in peace and harmony in
globalizing world.
Individual level, the journey is toward improving
oneself to reach ones full potentials as a human being.
Societal/Global level, the journey is toward respecting
and appreciating individual differences, groups of people
or nations to build a peaceable and caring world.
Schools must infuse prerequiite
knowledge and skills...
(a) knowing oneself
(b) discovering others
(c) appreciating the diversity of the human race
(d) being receptive to others and to encounter

others through dialogue and debate

(e) caring and sharing
(f) working toward common objectives in

cooperative undertakings
(g) managing and resolving conflicts
 LEARNIN
G TO
KNOW

LEARNIN
G TO DO
LEARNING

LEARNIN
THROUGHOUT LIFE

G TO BE
FOUR PILLARS OF EDUCATION

LEARNIN
G TO
LIVE
TOGETHE
Brief Interpretation of Four Pillars of
Learning
The four pillars of learning is basically a framework
that provides a guide to equip the 21st century skills
to meaningfully live in the changing, complex, and
interdependent world.
 LEARNING TO KNOW

(Development of the Head:

Knowledge)
 As a means students have to learn to understand the
world around them and as and end, they should
ultimately obtain the joy and benefits of knowing.
Teachers teach and provide opportunities to master
the instruments of knowing and understanding, such
as:
To learn and to discover
To understand his/her environment
To think in instruments in a coherent and critical way
To acquire a knowledge of the scientific methods and
instruments
To develop a scientific spirit and an inquiring mind
To acquire independence of judgement
 According to Basarab Nicolescu (1996), learning
to know means training in the methods or
instruments that help individuals distinguish what
is real from what is false or illusory and to have
intelligent access to the knowledge of this age.
He called this the scientific spirit.
 LEARNING TO DO

(Development of the Hand: Skills and

Actions)
 This requires a person to act appropriately in any
kind of situation or he/she must become involved
in shaping the future.
Students learn best when they do and apply what

they know.
Learning by doing
Experiential learning
According to Marilyn Lombardi (2007), learning

by doing is generally considered the most effective

way to learn.
Students prefer doing rather than listening.
 LEARNING TO BE

(Development of the Heart: Awareness and

Understanding)
 Learning to be defines the development of the
following competencies:
Development of the mind and body, intelligence,
sensitivity, aesthetic sense, personal responsibility,
and spiritual body.
Development of the qualities of imagination and
creativity.
Complete fulfilment of man, in all the richness of his
personality
Full flowering of human potential or the tapping of
the hidden treasure within each individual.
 Complete fulfilment of man and his development
in a holistic way as an individual member of family
and community and as a responsible citizen.
Human beings are in the journey of self-becoming.
What we make of ourselves is our personal duty,

which defines the purpose of our existence.

 LEARNING TO DO

(Development of the Values:

Attitudes)
 Ultimate goal of the study of Social Dimensions of
Education.
The greatest challenge among all the pillars of
learning.
This requires developing a learning and caring society,
characterized by understanding of other people and
appreciation of interdependence and differences.
The development of this pillar inculcates a spirit of
empathy, understanding, peace and solidarity to
students.
 Pre-conditions for learning to live together are
learning to know, learning to do, and learning to
be.
Know local and world issues, as well as their solutions

(learning to know).
Able to act creatively in his environment or be actively

involved in solution building (learning to do).

Develop an attitude and commitment to global

citizenship (learning to be).

The Philosophy of the Four Pillars of
Education
learning throughout life
Very comprehensive and lifelong concept of learning

that covers a persons sum of experiences.

Education is above all an inner journey (UNESCO 21 )
ST

this philosophical basis of the four pillars of learning

defines the valuable and critical role of education as

a catalyst of learners maturation of personalities
Elias and Meriam (1992)

Human beings are capable of making significant personal choices

within the constraints imposed by heredity, personal history and
environment
Guiding principles anchored on 7 humanistic assumptions:

a) Human nature is inherently good

b) Individuals are free and autonomous to make major personal

choices
c) Human potential for growth and development is virtually
unlimited
d) Self-concept plays an important role in growth and development

e) Individuals have an urge toward self-actualization

f) Reality is defined by each person; and

g) Individuals have responsibility to themselves and to others.

The purposes of the Four Pillars

2 fold purpose:
1. To promote the formation of the human person in all his or
her dimension and all stages of his or her development.
-development of the complete person (Delor 1996)
2. To make each adult an active builder of his or her future and
of the
future of the communities to which he or she belongs.
- Societal and global development
In sum, the purpose of the four pillars of learning at the
individual learning is to ensure continuous growth of a person.
Societal and global level, educates the individuals as a part of the
society, where they can develop social responsibility necessary in
building a better place to live.
The Four Pillars as Paths to New Knowledge

Four pillars of learning creates changing demands

for knowledge and skills in the 21st century
Nan Zhou (2006) asserted that education has to

take essential and urgent paradigm shifts along

the following areas to effectively mold youngster
of this new era.
1. Sources of Knowledge
In this new era require a shift from educational

institutions to everywhere.
This implies that teachers are not the only ones

responsible for student learning, but, today, it has

become a shared responsibility from different
stakeholders.
2. Understanding of Knowledge
Knowledge undergoes a paradigm shift from static to

dynamic.
Understanding of Knowledge are no longer dictated or

monopolized by teachers, but learners themselves become

capable of autonomous and independent learning.
Teachers should keep abreast with what is happening in

their field and to be creative in their approach.

3. Structure of Knowledge
In the 21st century, the new content of learning knowledge

is restructured from compartmental to holistic and

interdisciplinary learning
No longer conducted in an isolated manner, rather, the

approach is already interdisciplinary and interconnected

The structure of knowledge also moves from individual

learning to cooperative learning

From mastery of factual knowledge to acquisition of

instruments of knowledge.
Teachers require students to complete projects that are

designed to use information and skills that are linked to

other subject areas.
Teachers do not look for one answer but seek for multiple

answers from the students.

4. Nature of Knowledge
21st century classroom is student-centered not

teacher- centered
Knowledge in this new age, does not come from

the teachers alone.

Becomes contextual and a personal quest,

depending on the needs, abilities and preferences

of the learners.
Methods of teaching:
Differentiated Instruction
Performance Based Assessment
5. New Knowledge for new types of learners
21st century new types of learners from passive to

active recipients of knowledge.

Learner is no longer conceived as empty vessel

or empty receptacle but as an active producer of

knowledge.
Teachers needs to be equipped with a repertoire

of strategies or techniques and the skill to guide

and engage the learners in every activity to
meaningfully and relevantly respond to their
needs.