2. The UNESCO’s Four (4) Pillars of Learning
Learning
to live
together
Learning
to be
Learning
to do
Learning
to Know

3.  is more on the mastery of
learning tools than with the
acquisition of structured
knowledge

4. Learning
Tools
Numeracy
Literacy
Life skills

5. Mastery of these learning
tools is both a means and
an end
These are means for the
students to understand the
world around them.

6. These are ends for the
students that can be
derived from the
pleasures on
understanding,
knowledge and
discovery

7. Delors Commission learning
to know implies learning how
to learn
Components of Learning to Learn
ThinkingMemory SkillConcentration

8. Concentration
 the process of
improving
concentration skills
can take different
forms and can be
aided with various
learning skills.

9. Memory skills
 learnt by heart
 associative
memorization has
to be carefully
cultivated and
learned

10. Thinking skills
 should
encompass both
practical
problem-solving
and abstract
thought.

12. Traditional
Perspective
Certified
Skills
UNESCO’s
Perspective
Personal
Competence

13. 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

14. Inside the Classroom
 use of Multiple Intelligence and
learning Styles
 Key ingredients: creative and
innovative activities

16. To learn to live together:
 teach students about human
diversity

17. To learn to live together:
 instill in them an awareness of the
similarities and interdependence of all
people.

18. To learn to live together:
 children should be taught to
understand other people's reactions
by looking at things from their point
of view

19.  spirit of empathy is
encouraged in schools, it has a
positive effect on young
persons' social behaviour for
the rest of their lives

20.  School should promote social
awareness, acceptance and
respect.

22. Mind and body
Intelligence
Sensitivity
Aesthetics
Individuality
Imagination
Rights and Responsibilities
Spirituality
Independence
Judgment
Critical Thinking
Creativity
Human Freedom

23. 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.

24. 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

25. 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,

26. 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

27. 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.