Chapter II

CHAPTER II: THE FOUR PIIURS OF EDUCATION

13

CHAPTER

II

The Four Pillars of Education

Introduction

"Learning the Treasure Within", the report of the International

Commission on Education for the Twenty-first Century, chaired by

Jacques Delors, and published by UNESCO in 1996 provides new

insights into education for the 21s' 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.

What Are The Four Pillars of Education?

The International Commission on Education foi the 21st Century

advocates four pillars of education. .See Figure 4.

Learning to know, that is acquiring the instruments of understanding;

Learning to do, so as to be able to act creatively in one's environment;

Learning to live together, so as to participate in and cooperate with other people in all

human activities; and

Learning to be, so as to better develop one's personality and to act with ever greater

autonomy, judgment and personal responsibility.

Figure 4. Four Piliars of Education

(Source: UNESCO-APNIEVE Sourcebook)

CHAPTER II: THE FOUR PILLARS OF EDUCATIONN

Learning to know


The first of the pillars of education is learning to know. Given the

rapid changes brought about by scientific progress and the new forms

of economic and social activity, the emphasis has to be 011 combining'

a sufficiently broad general education with the possibility of in-depth

work on a selected number of subjects. Such a general background

provides, so to speak, the passport of lifelong education, in so far as it

gives people a taste - but also lays the foundation - for learning

throughout life.

Learning to know implies learning how to learn by developing

one's concentration, memory skills and ability to think. From infancy,

young people must learn how to concentrate - on objects and on other

people. This process of improving concentration skills can take

different forms and can be aided by the many different learning

opportunities that arise in the course of people's lives (games, work

experience programs, travel, practical science activities, etc.).

This type of learning is concerned less with the acquisition of

structured knowledge but moie with, the mastery of learning tools. It

may be regarded a? both a means and an end of human existence.

Looking at it as a means, people have to learn to understand the world

around them, at least as much as is neccssary for them to lead their

lives with some dignity, develop their occupational skills and

communicate with other people. Regarded as an end, this type of

learning is underpinned by the pleasure that can be derived from

understanding, knowledge, and discovery. This aspect of learning is

enjoyed by researchers and good teaching can help everyone to enjoy

it. Even if study for its own sake is a dying pursuit with so much

emphasis now being put on the acquisition of marketable skills, the

raising of the school-learning age and an increase in leisure time should

provide more and more adults with opportunities for private study. The

broader our knowledge, the better we can understand the many

different aspects of our environment. Such study encourages greater

intellectual curiosity, sharpens the critical faculties and enables people

to develop their own independent judgments 011 the world around

them. From this point of view, all children - no matter where they live -

must have a chance to receive an appropriate education throughout

their lives.

However, since knowledge is multifarious and capable of virtually

infinite development, any attempt to know everything becomes more

arid more pointless. In fact, after the basic education stage, the idea of

being a multi-subject specialist is simply an illusion. The initial

secondary and university curricula are therefore partly designed around

scientific disciplines with the aim of giving the students the tools, ideas

and reference methods which are the product of leading-edge science

and the contemporary paradigms.

Learning to

know implies

learning how

to learn by developing

one's

concentration,

memory skills,

and ability to

think.

If, as a

teacher, you

have been

helping

students to

develop their

skills that

v/ould make

them indepen-

dent learners,

you are doing

well on the

first pillar of

education

became you

have prepared

them for life in

the knowledge

societV in

which we all

now live.

A truly

educated

person nowa-

da)s needs a

broad general

j education

and the

opportunity to

stud}- a small

number of

subjects in

depth..


A truly educated person needs a broad general education and the opportunity to study

a small number of subjects in depth. This two-pronged approach should be applied right

through education. The reason is that general education, which gives pupils a chance to

learn other languages and become familiar with other subjects, First and foremost provides

a way of communicating with other people.

Thinking is something children learn first from their parents and then from their

teachers. The process should encompass both practical problem-solving and abstract

thought. Both education and research should therefore combine deductive and inductive

reasoning, which are often claimed to be opposing processes. While one form of reasoning

may be more appropriate than the other, depending on the jubjects being taught, it is

generally impossible to pursue a logical train without combining the two.

To learn to know, students need to develop learn-to-learn skills. Such skills

are learning to read with comprehension, listening, observing, asking questions,

data gathering, note taking, and accessing, processing, selecting and using

information so that students can become lifelong learners.

The role of die (eacher then is as facilitator, catalyst, monitor and evaluator

of learning because the process of learning to think is a lifelong one and can be

enhanced by every kind cf human experience. In this respect, as people's work

becomes less routine, they will find that their thinking skills are increasingly

being challenged at their place of work, ([email protected]).

Learning to do

Learning to do is another pillar of education. In addition to leaning 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, and to work in teams, a feature to which educational methods do

not at present pay enough attention.

Learning to do 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. It is anchored within the context of lifelong learning and

technical and vocational education and training, in preparation for life and the

world of work.

Learn-to-learn

skills: 'earning

to read with

compre-

hension

listening

observin

g asking question

s data gathering

note taking

accessing,

processing and selecting

information

Teacher's

roles:

• facilitator

• catalyst e

monitor

• evaluator

mailto:[email protected]

•] 4 CHAPTER II: T*= FOJ- PILLAR:. OF EDUCATION

The International Commission on Education for the Twenty-First Century which

produced the Delors Report clearly articulated the need for education to contribute to the

whole person, in all their roles, when it stated that education "must contribute to the all-

round development of each individual—mind and body, intelligence, sensitivity, aesthetic

sense, personal responsibility ajd spiritual values. It describes the learning to do pillar not

only as 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.

Education must

contribute to the

all-round

development of

each individual -

mind and bod}\ intelligence, sensitivity, aesthetic sense, personal responsibiiit}'

and spiritual values.

- Delors

Report


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 al'

four pillars of learning in ordc 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 are learning to know, learning to live

together, and learning to be.

It has become increasingly ciear, 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 op-

portunity to keep learning throughout life and which lifelong education would be the

keystone of the learning society.

Faure foresaw the need to adapt education and training: "For far too long education

had the task of preparing for stereotyped functions, stable situations, for one moment of

existence, for a particular trade or a given job. It inculcated conventional knowledge, in

time honoured categories... the idea of acquiring a set of intellectual equipment valid for

a lifetime is out of date."(Report to UNESCO of the International Commission on

Education for the 21st Century, 1998, p. 100).

There is now a wide agreement for the need for a new human- centered

development paradigm. Education, incorporating general and vocational education

should enable the learner to launch into a lifelong continuum of knowledge, values,

attitudes, competencies and skills. Technical and vocational education and training is part

of that ongoing continuum to which people continually return throughout their lives as

the changing work environment requires the development of new knowledge and skills.

The Delors Commission describes learning throughout life as the "key to the

twenty-first century... essential for adapting to the evolving requirements of the labor

market and for belter mastery

Educatio

n means

reaching out

to embrace

the whole of

society and

the entire

lifespan of the

individual..

-

Edgar

Faure


of the changing time-frames and rhythms of individual existence ".

The need for lifelong learning is accentuated by increasing globalization and free

trade. New economic pressures require both individuals and businesses to continually

upgrade knowledge and skills to maintain their competitive edge.

The need to remain personally 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.

With incidence of migration from rural areas or from impoverished countries where

there may also be conflict, and the subsequent rise in urban population levels and

increasing unemployment, it is all too easy for employers and businesses to discriminate

unfairly based on gender, disability, race, religion, language, ethnicity, HIV/AIDS or other

factors, giving preference to family, friends, associates or those willing to offer bribes. It

is also tempting for employers to bully or harass employees into working harder for longer

hours, in unsafe conditions, for less pay, or even to provide illicit services in exchange for

preferential treatment. It is even more tempting for business to cut costs by casualizing the

work force, or by replacing staff with technology, or through environmentally and

occupationally unsound practices.

Hence, the need to introduce into education and training values such as equity and

equality, and human rights issues which acknowledge the right of all to safe and fulfilling

employment. Both potential employers and employees need to be exposed to the values

and principles which may be found in a range of human rights and International Labor

Organization documents, which require them to behave ethically and responsibly towards

one another, and to work with integrity.

The demands of global competitiveness have also created time pressures, altering the

work-life balance, potentially sacrificing safety and environmental concerns, altering

family and social relationships and stretching the bounds of traditional and ethical values.

In this context, the need for values in education and training associated with life skills,

developing the ability to balance and manage one's life and time effectively, and the

capacity for team work, responsible corporate and global citizenship and democracy are

all essential, for the development of civil society and for countering corruption.

The development and internalization of such values in practice is, of course, an

ongoing process which must be continually reinforced through both formal and non-

formal education and training throughout life.

Learning to do represents the skilful, creative and discerning application of

knowledge because one must first learn how to learn

Learning

throughout life

is the "key to

the 21"

century -

essential for

adapting to

the evolving

requirements

■ of the labor

market and for

better mastery

of the

changing time

frame and

rhythms of

individual

existence:"

- Delors

Commissio

n

Learning to do represents the

skilful,

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.


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.

It is clear that the changing nature of work away from sole reliance on agriculture or

industrial production industry towards a growing service industry requires different

competencies, particularly in the area of interpersonal relationships. It is therefore

essential, ' to cultivate human qualities that are not necessarily inculcated by traditional

training.... the ability to establish stabie, effective relationships between individuals

(requiring) new types of skills, moie behavioral than intellectual... intuition, flair,

judgment and the ability to hold a team together.

Since learning to do represents the skilful, 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

(UNESCO-APNIEVE Sourcebook No. 3, 2005).

Learning To Live Together in Peace and Harmony

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

Figure 4. Personal and Work Values for 'Learning to Do' (Source: UNESCO-APNIEVE Sourcebook No. 3).


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.

The Commission has put greater emphasis on the one that it proposes and describes

as the foundation of education: learning to live together. This can be achieved by

developing an understanding of others and their history, traditions and spiritual values. On

this basis we can create a new spirit guided by recognition of our growing interdependence

and a common analysis of the risks and challenges of the future. This may induce people

to implement common projects and to manage the inevitable conflicts in an intelligent and

peaceful way.

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 conflict

throughout history, new factors are accentuating the risk, particularly the extraordinary

capacity for self-destruction humanity has created in the course of the 20th century.

Therefore, we believe it is necessary to devise a form of education which 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.

Tne third pillar of education implies that the teacher should help the students to

develop an understanding of other people and appreciation of interdependence since we

live in a closely connected world. The teacher should help 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 a global village.

Peace must

begin with

each one of us.

Through quiet

and serious

reflection on

its meaning,

new and

creative ways

can be found

to foster

understanding,

friendship and

cooperation

among all

people.

- Javier

Ferez de

Cuellar UN

Secretary

General

20 CHAPTER II: THE FOUR PILLARS OF EDUCATION

Learning to live together in peace and harmony is a dynamic,

holistic and iifelong process through which mutual respect, understand-

ing, caring and sharing, compassion, social responsibility, solidarity,

acceptance and tolerance of diversity among individuals and 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.

This process begins with the development of inner pcace in the

minds and hearts df individuals engaged in the search for truth,

knowledge and understanding of each other's cultures, and the

appreciation of shared common values to achieve a better future.

Learning to live together involves developing, broadening or

changing perceptions of an attitude toward ourselves and others and

consequently, the way we behave in our uai ly encounters and interactions

with others. There are multiple influences which impact on the formation

of attitudes and behaviors. What is taught in school is often counter to

what is learned at home, in the community and through diverse media.

This complex area of pedagogy, also called social and emotional learning,

requires appropriate and continuous training of teachers (Elias, 2003). It

involves the teaching of a wide range of knowledge, skills, attitudes and

Figure 6. Laarning to Live Togather: The Asia-Pacific Perspective

Schematic Diagram of Core and Related Values Needed To Live Together in

Peace and Harmony (Source: UNESCO-APNIEVE Sourcebook)

Caring/Sharing

Compassion

Empathy

Gratitude Interdependenc

e Love

Spirituality

Tolerance

Oeattytty. ^Bciency Erivl pan rncn ta f ro,

icern. Future 'Ort^ntedness

Frugality te<(ti*ty Personal EcoJogy.

Stewardship of Resources Simplicity tfaATeo

VAUJfcS

Learning to

live together

in peace and

harmony

requires that

quality of

relationship at

all levels is

committed to

peace, human

rights, democ-

racy and

social justice

in an ecology

sustainable

environment.


behaviours to enable us to interact with others in a just, equitable and

empathetic manner. It thus implies far more than content, rather an

approach or ethic which should include curricular and extracurricular

activities, as well as school management and organization.

The concept entails the capacity to develop one's own potential while

learning to successfully manage relationships with others. It involves

development of self-awareness and self-esteem as well as empathy and

respect for others and requires the capacity for active citizenship,

development of both local and global identity and an ability to understand

others and appreciate diversity. Learning other languages can also

enhance learning to live together as can the ability to adapt to rapid

change in different areas of human activity (IBE, Geneva. 2001).

A range of skills are necessary for learning to live together including

skills for self-control, handling emotions, communication (self-expression,

empathic listening), interpretation of behaviours, critical ihinking,

relationship building and cooperation, negotiation, mediation and refusal,

problem solving and decision making. Many or all of these are referred to

as life skills being seen as essential to meaningful personal development

and social relationships in today's world.

Learning to be

Last, but far from least, is the fourth pillar; learning to be which is

the dominant theme of the Edgar Faure leport "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

21s" 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 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" (Deiors, 1996, p. 95).

Learning to

be 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


The Delors Commission further defines Learning to be as a

"dialectical process, which starts with knowing oneself and then opens to

relationships 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." The physical, intellectual, emotional

and ediical 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 Internationa! 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 Faure 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, aiong 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 over'ooking collective activity and welfare. This can be

done when there is respect for the creativity of others and other

Conscientizatio

n 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

.

Universal

Aims of

Education

• towards a

scientific

humanism

e creativity

s towards

social

commitment

• towards the

complete

man

Faure

Report, Learning To Be


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 as shown in Figure 7.

Figure 7: The Core Values, Learning To Be Fully Human (Source: UNESCO-APNIEVE

Sourcebook 2)


Summary

1 -

The four pillars of education stressed in the report of the International Commission on

Education for the 21st century are: teeming to know, learning to do, learning to live together, and

learning to be, These pillars are crucial to peace and mutual understanding. They emphasize 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 attainment of a culture of peace.

\

Learning to be operates on the fundamental principle that education must

contribute to the total development of the whole person - body and soul, mind

and spirit, intelligence and emotion, creativity and sensitivity, personal

autonomy and responsibility, social conscience and commitment, human,

ethical, cultural and spiritual values. A definition and explanation of these

fundamental and dominant values serve as basic guidelines for a holistic

approach to learning, utilizing a valuing process, which takes into

consideration the cognitive, affective, and behavioral powers of the learner.

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 weli as a genuine respect for others. It proceeds to valuing,

reflecting, choosing, accepting, appreciating, ard acquiring needed skills such

as communication, decision-making, and finally resuhs into action. It seeks an

integration of the learner's knowledge, values and attitudes, abilities and skills

to bring about his/ her full development (A UNESCO-APNIEVE Sourcebook

2, 2002).

Chapter II

Documents

Transcript of Chapter II