THE FOUR PILLARS OF EDUCATION

THE FOUR PILLARS OF EDUCATION

1. Learning to Know
Focuses on combining broad general knowledge
and basic education with the opportunity to work
on a small number of subjects in the light of rapid
changes brought about by scientific progress and
new forms of economicand social activity.
Implies 'the mastering of the instruments of
knowledge themselves'. Acquiring knowledge is a
never-ending process and can be enriched by
allforms of experience' includes the
development of the faculties of memory,
imagination,reasoning, problem-solving, and the
ability to think in a coherent andcritical way.
'a process of discovery' which takes time and
involves going more deeply into the information/
knowledge delivered through subject teaching.

'Learning to know' presupposes learning to learn; calling

upon the power ofconcentration, memory, and the thought',
so as to benefit from ongoingeducational opportunities
continuously arising (formally and non-formally throughout
life.

2. Learning to Do

Emphasizes on the learning of skills necessary to

practice a profession or tradeo o Applying in
practice what has been learnedo o Developing
vocational/ occupational and technical skills o
Developing social skills in building meaningful
interpersonal relations o Developing competence,
social behavior, aptitude for team work o
Enhancing the ability to communicate and work
with others o Managing and resolving conflicts

Implies application of what learners have learned

or known into practices; it is closely linked to
vocationaltechnical education and work skills
training. Howeverit goes beyond narrowly
defined skills development for 'doing' specific
 things or practical tasks in traditional or industrial
economies. The emerging knowledge-based
economy is making human work increasingly
immaterial.
It calls for new types of skills which is more
behavioral than intellectual. The material and the
technology are becoming secondary to human
qualities and interpersonal relationship. Learning
to do thus implies a shift from skill to
competence, or a mix of higher-order skills
specific to each individual.
Thus, 'learning to do' means, among other things,
ability to communicate effectively with others;
aptitude toward team work; social skills in
building meaningful interpersonal relations;
adaptability to change in the world of work and in
social life; competency in transforming
knowledge into innovations and jobcreation; and
a readiness to take risks and resolve or manage
conflicts.

3. Learning to Be

Prioritizes the development of the human

potential to the fullest o Tapping the talents
hidden with each individual o Develop personal
commitment and responsibility for the common
good

Reflects a shift from an instrumental view of

education, as process on submits toachieve
specific aims (e.g. economic productivity) to a
humanistic view ofeducation that emphasizes the
development of the complete person (Delors,
p.86).
Implies an education aimed at all-rounded
development and full flowering of thehuman
potential of individual learners. Thus school
curriculum should be morebalanced, taking into
account not only the cognitive-intellectual
dimension of personality but it's spiritual, moral,
social skills and values aspects. Implies
development of a curriculum which aims at
cultivating qualities ofimagination and creativity;
acquiring universally shared human values;
developingaspects of a person'
 Based on the principle that 'the aim of
development is the complete fulfillment of man, in
all the richness of his personality, the complexity
of his forms ofexpression and his various
commitments — as individual, member of a
family andof a community, citizen and produces,
inventor of techniques and creative dreamer.

4. Learning to Live Together

Emphasizes understanding of others, their history,

traditions and cultures, and also, living and interacting
peacefully together o Appreciating the diversity of the
human race o Being receptive to others and encounter
others through dialogue and debate o Caring about
others o Working toward common objectives in
cooperative undertakings o Managing and resolving
conflicts
It implies an education taking two complementary
paths: on one level, discovery of others and on another,
experience of shared purposes throughout life.
Specifically, it implies the development of such
qualities as: knowledge and understanding of self and
others; appreciation of diversity of the human race and
an awareness of the similarities between, and the
interdependence of, all humans; empathy and
cooperative social behavior in caring and sharing;
respect of other people and their cultures and value
systems; capability of encountering others and resolving
conflicts through dialogue; and competency in working
towards common objectives.
QUIZ
A. Multiple Choice Test
Choose the correct answer.
l. Lim is one of the two students in the class under
the "least-retrictive environment" provision. He has a
very limited attention span and says he usually
cannot follow what is going on in class. One of the
IEP objectives for Lim is "Given a 15-20 minute
lecture/oral lesson, Lim will take appropriate notes as
judged by the teacher." Which of the following
strategies has the best potential to help Lim meet this
goal by the end of the year?

a. The teacher grades Lim's notes on lecture

oral lesson material and incorporates the grade in to
Lim's overall class grade.
b. The teacher allows Lim to record the lecture/
oral lesson, rather than taking notes, and then listens
to the tape at home to learn the material.
c. The teacher provides Lim with a graphic
organizer or a skeleton outline of the lecture so Lim
can fill in the missing information as it is provided.
d. The teacher seats Lim with a student he says
he likes and allows Lim to ask that student questions
as the lecture/ oral lesson proceeds.

2. At the end of the first grading period, Teacher

Gabriel confirms his impression that five of the
student for whom English is a second language are
receiving failing or near-failing grades in both
English and Mathematics. Teacher Gabriel could
most effectively begin to address their needs as
learners by doing which of the following?

a. Placing these students in a special learning

group within the class so they can help each other,
and allowing the other students to move at the
regular pace.
b. Requesting an assessment of the students'
oral language abilities, both in their first language
and in English.
c. Providing a different grading policy for these
students that would reward them for whatever efforts
they make.
d. Making sure that the families of these
students have a copy of the course outline and copies
of textbooks and other materials.
3. To help students meet his second goal, "Students
will develop skills for working to meet the district
goal Student will learn in classrooms that celebrate
all forms of diversity." Which of the following
approaches to cooperative learning has the best
potential for helping students achieve both Teacher
Gab's goal and the district's goal? a. Encourage
students to work in self selected groups for
cooperative learning so theycan work with others
with whom they feel comfortable.
b. Assign students to cooperative learning groups
in a variety of ways that provide for subtends of
mixed abilities and backgrounds to work together.
c. Use a random-selection process for assigning
students to cooperative groups, suchas having
students draw numbers, so that there is no
indication of bias orfavoritism on Teacher Gab's
part.
d. Assign students for whom English is a second
language to the same groups so theycan help each
other, and assign the other student randomly

4. Which pillar of education of J.Delors (UNESCO)

focuses on voc-tech relevant topeople-centered
human development?
a. Learning to Know
b. Learning to Do
c. Learning to Live Together
d. LearningtoBe

5. In what strands of the four pillars of education

implies a shift from skill to competence,or a mix of
higher-order skills specific to each individual?
a. Learning to Know
b. Learning to Do
c. Learning to Live Together
d. Learning to Be

6. Which of the following is NOT true about the Four

Pillars of Learning? a. The pillars of learning
stress the goal of contributing to social cohesion,
inter-cultural and inter-national understanding,
peaceful interchange, and harmony.
b. The Pillars of Learning may imply a shift from
'schooling' to learning throughout
life by "learning how to learn"
c. The pillars of learning stress the importance of
closer linkage between educationand the world of
work
d. The pillars of learning adhere to the instrumental
and purely academic view ofeducation that focuses
on the achievement of specific aims of education
such aseconomic productivity.

7. Which of the following skills corresponds to the

Fourth Pillar of Learning, "Learningto live
together"?
a. Empathy and cooperative social behavior
b. Personal commitment and sense of responsibility
c. Adaptability to change in the world of work
d. Reasoning and problem solving skills

8. If the teacher is emphasizing the development of

the learner's competency to transform knowledge
into innovations and job-creation, what pillar of
education does s/he is actually promoting?
a. Learning to know
b. Learning to do
c. Learning to live together
d. Learning to be

9. What pillar of education which emphasizes

learning to be human through acquisition of
knowledge, skills and values conducive to
personality development?
a. Learning to know
b. Learning to do
c. Learning to live together
d. Learning to be

10. What is the pillar of learning that the UNESCO

Commission emphasizes more than any other?
A. Learning to know
B. Learning to be
C. Learning to live together
D. Learning to do

11. Teacher Pilar believes that education needs to

contribute to the all-round development of each
individual. In her class, she adheres with the precepts
of the pillar of learning, "Learning to Be".
Which of the following objectives will help Teacher
Pilar in this respect?
I. To broaden her students care for each aspect of
their personality.
Il. To develop her students' freedom of thought
feeling, and imagination.
Ill.To let her students act more independently, with
more insight, more critically, and more responsibly.
IV. To help her students recognize their growing
interdependence, experience shared purposes, and
implement common projects.

A. I only
B. 1 and 11
C. 1, 11, and 111
D. 1, 11, 111, and IV

12. Which learning principle is the essence of

Gardner's theory on multiple intelligences?
a. Almost all learners are linguistically intelligent.
b. Intelligence is not measured in one form.
c. Learners have different IQ level.
d. Learners have static IQ.

13. Which teaching practice is contrary to the

child's multiple intelligences theory of Gardner?
a. Using portfolio as an alternative way of
assessing learning
b. Limiting the assessment of learning to paper-
andpencils tests
c. Utilizing varied ways of assessing learning
d. Encouraging the class to use creative ways to
show what was learned

14. Interpersonal intelligence is best shown by a student

who
a. Works on his/her own
b. Keeps interest to himself/herself
c. Seeks out a classmate for help when problem
occurs
d. Spends time meditating
15. A person who is friendly and has a capacity
to make people laugh possesses:
a. Naturalistic intelligence
b. Spatial intelligence
c. Intrapersonal intelligence
d. Interpersonal intelligence

16. Which practice does NOT fit in a classroom that

recognizes individual differences?
a. Various modes of assessing
learning
b. Accommodating student's learning styles
c. Sharing from multiple perspectives
d. Uniform requirements

17. Which does NOT concur with the statement:

'Educators should be culturally competent. '
a. Students are more diverse than ever
b. Cultural competence leads to more effective
teaching.
c. Cultural competence helps address student
achievement gaps.
d. Students are akin many aspects such as
demographics and learning styles.

18. Those who exhibit this type of intelligence learn

by classifying, categorizing, and thinking abstractly
about patterns, relationships, and numbers.a. People
smart
b. Self smart
c. Logic smart
d. Picture smart

19. Individuals who learn best through touch and

movement. These people are best atprocessing
information through the body. Sometimes
kinesthetic learners work best standing up and
moving rather than sitting still.
a. Word smart
b. Music smart
c. Nature smart
d. Body smart
20. This theory validates educators' everyday
experience: students think and learn in manydifferent
ways and provides ducators with a conceptual
framework for organizing andreflecting on
curriculum assessment and pedagogical practices.
a. M
b. Multiple intelligence theory
c. Intelligence Quotient theory
d. Scaffolding Theory