THE FOUR PILLARSOF

EDUCATION

EDDIE T. ABUGBSE-TLEUNIVERSITY OF RIZAL SYSTEM

“LEARNING THE TREASURE WITHIN”

Report : Int’l. Commission on Education for the Twenty-first CenturyChaired : Jacques DelorsPublished : by UNESCO in 1996Provides : New Insights into Education for the 21st Century

“LEARNING THE TREASURE WITHIN”

Stresses : “Each Individual must be equipped to seize learning oppurtunities throughout life, both to broaden her/his knowledge, skills, and attitudes, and adapt to a changing, complex and interdependent world.” -

The International Commission on Education for the 21st Century advocates

FOUR PILLARS OF EDUCATION

LEARNING LEARNING LEARNING LEARNING To Know To Do To Live Together To Be

Rapid Changes brought about by Scientific Progress and the New Forms of Economic and Social Activity.

Combining a Sufficiently broad General Education

Provides the Passport of Lifelong Education, lays the Foundation for LEARNING

throughout Life.

Rapid Changes brought about by Scientific Progress and the New Forms of Economic

and Social Activity.

First of the Pillars of Education• LEARNING TO

KNOW• Implies LEARNING

how to

d D

First of the Pillars of EducationLEARNING TO KNOW

Implies LEARNING how to LEARN by Developing one’s

* Concentration * Memory Skill * Ability to Think

From Infancy, YOUNG PEOPLE must LEARN how to CONCENTRATE – on OBJECTS and other PEOPLE

If, as a teacher, you have been helping students to develop their skills that would make them independent learners, you are doing well on the first pillar of education because you have prepared them for life in the knowledge society in which we all now live.

THINKING is something children learn first from their parents and then

from their teachers.

Practical Problem-Solving and Abstract Thought

Both Education and Research should

therefore Combine Deductive and Inductive Reasoning which other claim to be opposing

processes.

LISTENING, OBSERVING

ASKING QUESTIONS,

DATA GATHERING

NOTE TAKING

ACCESSING, PROCESSING

AND SELECTING

INFORMATION

LEARNINGTO READ

WITHCOMPREHEN

SION

To LEARN TO KNOW, Students need to develop LEARN-TO-LEARN SKILLS

FACILITATORAn individual who enables groups to work more effectively

CATALYSTA person that produces progress

MONITOR AND EVALUATORAnyone who expresses a reasoned judgment of something

R O L E of the

The Role of the Teacher 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 of 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.

LEARNING TO BE

“LEARNING TO BE: The World of Education Today and

Tomorrow”

Dominant Theme of the EDGAR FAUREReport.

PUBLISHED BY :

The Work of the CommissionIn November 1991 the General Conference invited the Director-General 'to convene an international commission to reflect on education and learning for the twenty-first century'. Federico Mayor requested Jacques Delors to chair the Commission, with a group of 14 other persons from all over the world and from varied cultural and professional backgrounds.

The International Commission on Education for the Twenty-first Century was formally established at the beginning of 1993. Financed by UNESCO and working with the assistance of a secretariat provided by the Organization, the Commission was able to draw on the Organization's valuable resources and international experience and on an impressive mass of information, but was completely independent in carrying out its work and in preparing its recommendations.

In 1971, in the wake of student upheavals in much of the world during the previous three years, René Maheu (then Director-General of UNESCO), asked a former Prime Minister and Minister of Education of France, Edgar Faure, to chair a panel of seven persons entrusted with defining 'the new aims to be assigned to education as a result of the rapid changes in knowledge and in societies, the demands of development, the aspirations of the individual, and the overriding need for international understanding and peace' and putting forward 'suggestions regarding the intellectual, human and financial means needed to attain the objectives set ...'.

Published in 1972 under the title Learning to Be, the report of the Edgar Faure Commission had the great merit of firmly establishing the concept of lifelong learning, at a time when traditional education systems were being challenged.

ROLES OF EDUCATION IN DEVELOPING ALL THE DIMENSION 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)