The Four Pillars of Education PPT by Rowel Alfonso "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 21st Century. It stresses that each individual must be equipped to seize learning opportunities throughout life, both to broaden his/her knowledge, skills and attitudes, and adapt to changing, complex and interdependent world. After studying this chapter, you should be able to: -identify the four pillars of education; -create learning opportunities guided by the four pillars education; -develop an awareness of the importance of living in -harmony with each other and with environment; and -create an awareness of the solidarity of mankind regardless of race, religion, and culture.

1. FOUR
PILLARS
OF
EDUCATION

2. Objectives:
After studying this chapter, you should be able to:
• identify the four pillars of education;
• create learning opportunities guided by the four
pillars education;
• develop an awareness of the importance of
living in harmony with each other and with
environment; and
• create an awareness of the solidarity of mankind
regardless of race, religion, and culture.

3. What Are The
Four Pillars of
Education?

4. Pillars of
Education
Learning
to
Know
Learning
to
Do
Learning to
Live
Together
Learning
to
Be

5. Learning to know, that is acquiring the
instrument 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 one’s
personality and to act with ever greater
autonomy, judgment and personal
responsibility.

6. Learning to
Know:
First Pillar

7. Implies learning how to learn by developing one’s
Using one’s mind
to produce ideas,
decisions,
memories, etc.
The store of
things learned
and retained from
one’s activities or
experiences as
evidenced by
recall and
recognition.
Giving one’s own
attention or
thought to a
single object or
activity.
Concentrat
ion
Memory Thinking
Components

8. This type of learning is
supported by pleasure
that can be derived from
understanding,
knowledge, and
discovery.
People have to learn to
understand the world
around them
Learning to Know
A means An end

9. Concerned less with acquisition
of structured knowledge but more
with the mastery of learning tools.

10. Learn-To-Learn Skills
Learning to
Read w/
Comprehensio
n
Data
Gathering
Note Taking
Listening Observing
Accessing, Processing
and Selecting
Information
Asking
Questions

11. Teacher’s Role
Facilitator
Catalyst
Monitor
Evaluator
One that helps bring
outcomes
One that keeps an eye
on
Person that quickly
causes change/action
One that gives
judgment for
improvement

12. Learning to Do:
Second Pillar

13. What does
Learning to Do
Demonstrates?

14. It demonstrates that in
order to learn to live
and work with others in
harmony, we must first
find peace within
ourselves.

15. Learning to Do
Entails the acquisition of a
competence that enable
people to deal with a variety
of situations and to work in
teams.

16. Learning to do represents the
skilful, creative, and discerning
application of knowledge
because one must first learn
how to learn

18. Learning to Live
Together:
Third Pillar

19. Learning to Live Together
One most vital to building a genuine and
lasting culture of peace.
Can be achieved by developing an
understanding of others and their history,
traditions and spiritual values
One of the major issues in education
today.

20. Requires quality of relationship at all
levels that is committed to peace, human
rights, democracy and social justice in an
ecology sustainable development.
Begins with the development of inner
peace in the minds and hearts.
Involves developing, broadening or
changing perceptions of an attitude
toward ourselves and others.

21. Involves development of self-awareness
and self-esteem as well as empathy and
respect with others.
Entails the capacity to develop one’s own
potential while learning to successfully
manage relationships with others.

22. Role of the Teacher
Helps the students to develop an
understanding of other people
and appreciation of
interdependence since we live in
a closely connected world.

23. Teaching a wide range of
knowledge, skills, attitudes and
behaviours to enable us to interact
with others in just, equitable and
empathetic manner.
Role of the Teacher

24. Skills Needed
Handling
Emotions
Critical
Thinking
Negotiation
Rel.
Building
Self-
control
Problem
Solving
Mediation &
Refusal
Cooperation
Decision
Making

25. Skills Needed
Interpretation of
Behaviours
Self-
Expression
Communication
Empathic
Listening

27. Learning to Be:
Fourth Pillar

28. Learning to Be
Refers to the development of all the
dimensions of the complete person.
The complete fulfilment of man, in all the
richness of his personality, the complexity
of his forms of expressions and his various
commitments.

29. Believes in a holistic and integrated
approach to educating the human person.
Operates on the fundamental principle
that education must contribute to the
total development of the whole person.

30. Universal Aims of
Education
3. Towards Social Commitment
2. Creativity
1. Towards a Scientific Humanism
4. Toward a Complete Man

31. Towards a Scientific
Humanism
Command of scientific thought and
language has become indispensable
today.
Citizens of the new millennium must
learn to be scientific humanists.

32. Creativity
Preserving each individual’s
originality and creativity, along with
realism.

33. Towards Social Commitment
Consists of preparing the individual
for life in society, moving him/her
into coherent moral, intellectual and
affective universe.

34. Respects the many-sidedness of
personality as essential in education
if the individual is to develop for
himself/herself as well as for others.
Towards the Complete Man

36. Test Yourself
Identify the given
activities under the four
pillars.

37. 1. Following a given direction.
2. Reading a newspaper.
3. Diagramming a flowchart
4. Defining a hypothesis.
5. Completing a rubrics.
6. Researching for new strategies.
7. Abiding w/ the department’s rules and laws.
8. Adopting the policies of the government.
9. Attending a conference/seminar.
10.Consolidating a report.

38. 11. Being promoted
12. Topping the board exam.
13. Being active in extra curricular activities
14. Deliberating a plan of action for the office
15. Riding in MRT/LRT
16. Cooking an original menu/recipe
17. Joining a camping activity
18. Encoding grades
19. Putting up a computer table alone
20. Joining a search and rescue team

39. 21. Orienting people on the damages of the
typhoon
22. Classifying harmful and harmless chemicals
23. Identifying components of a product
24. Managing a corporate firm/school/department
25. Driving a car

40. Lets Check!!!!

41. 1. Following a given direction. (to do)
2. Reading a newspaper. (to know)
3. Diagramming a flowchart. (to do)
4. Defining a hypothesis. (to know)
5. Completing a rubrics. (to know)
6. Researching for new strategies. (to know)
7. Abiding w/ the department’s rules and laws. (to live
together)
8. Adopting the policies of the government. (to live
together)
9. Attending a conference/seminar. (to live together)
10.Consolidating a report. (to live together)

42. 11. Being promoted. (to be)
12. Topping the board exam. (to be)
13. Being active in extra curricular activities. (to be)
14. Deliberating a plan of action for the office. (to live
together)
15. Riding in MRT/LRT. (to live together)
16. Cooking an original menu/recipe. (to do)
17. Joining a camping activity. (to live together)
18. Encoding grades. (to do)
19. Putting up a computer table alone. (to do)
20. Joining a search and rescue team. (to live together)

43. 21. Orienting people on the damages of the
Typhoon. (to live together)
22. Classifying harmful and harmless chemicals. (to
know)
23. Identifying components of a product. (to know)
24. Managing a corporate firm/school/
department. (to be)
25. Driving a car. (to do)

44. Chapter II:
The Four Pillars of
Education
Submitted by:
Rowel Alfonso
3SED-SC
Submitted to:
Marjorrie Lazatin
Instructress