The four pillars of learning
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Transcript of The four pillars of learning
The UNESCO’s Four (4) Pillars of Learning
Learning to live togethe
r
Learning to live togethe
r
Learning to beLearning to be
Learning to doLearning to do
Learning to
Know
Learning to
Know
is more on the mastery of learning tools than with the acquisition of structured knowledge
Learning Tools
Numeracy
Literacy
Life skills
Mastery of these learning tools is both a means and an end
These are means for the students to understand the world around them.
These are ends for the students that can be derived from the pleasures on understanding, knowledge and discovery
Delors Commission learning to know implies learning how to learn
Components of Learning to Learn
ThinkingThinkingMemory SkillMemory SkillConcentration
Concentration
Concentration
the process of improving concentration skills can take different forms and can be aided with various learning skills.
Memory skills
learnt by heart
associative memorization has to be carefully cultivated and learned
Thinking skills
should encompass both practical problem-solving and abstract thought.
Traditional
Perspective
Certified
Skills
UNESCO’s
Perspective
Personal Competenc
e
Personal Competence
mix of skills and talents,
combining certified skills acquired through technical and vocational training, social behavior, personal initiative and willingness to take risks
Inside the Classroom
use of Multiple Intelligence and learning Styles
Key ingredients: creative and innovative activities
To learn to live together:
teach students about human diversity
To learn to live together: instill in them an awareness of the similarities and interdependence of all people.
To learn to live together: children should be taught to understand other people's reactions by looking at things from their point of view
spirit of empathy is encouraged in schools, it has a positive effect on young persons' social behaviour for the rest of their lives
School should promote social awareness, acceptance and respect.
Mind and body
Intelligence
Sensitivity
Aesthetics
Individuality
Imagination
Rights and Responsibilities
Spirituality
Independence
Judgment
Critical Thinking
Creativity
Human Freedom
The Commission powerfully re-asserted a fundamental principle: education should contribute to every person's complete development - mind and body, intelligence, sensitivity, aesthetic appreciation and spirituality.
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
the basic assumptions stated in the report Learning to Be:. The aim of development is the complete fulfillment of man, in all the richness of his personality,
The Commission embraces one of the complexity of his forms of expression and his various commitments – • as individual, • member of a family and of a community,• citizen • producer, • inventor of techniques and • creative dreamer
This human development, which begins at birth and continues all through a person's life, is a dialectic process which is based both on self-knowledge and on relationships with other people.
Thank you for
listening