CHAPTER II: THE FOUR PIIURS OF EDUCATION

CHAPTER
II
The Four Pillars of Education

Introduction
"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 21s' Century. It stresses that each individual
must be equipped to seize learning opportunities throughout life, both to
broaden her/his knowledge, skills and attitudes, and adapt to a changing,
complex and interdependent world.

What Are The Four Pillars of Education?

The International Commission on Education foi the 21 st Century
advocates four pillars of education. .See Figure 4.

Learning to know, that is acquiring the instruments 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 develop one's personality and to act with ever greater
autonomy, judgment and personal responsibility.

Figure 4. Four Piliars of Education

(Source: UNESCO-APNIEVE Sourcebook)

13
CHAPTER II: THE FOUR PILLARS OF EDUCATIONN

Learning to know
CHAPTER II: THE FOUR PILLARS OF EDUCATIONN

The first of the pillars of education is learning to know. Given the

Learning to
rapid changes brought about by scientific progress and the new forms
know implies
of economic and social activity, the emphasis has to be 011 combining'
learning how a sufficiently broad general education with the possibility of in-depth
to learn by work on a selected number of subjects. Such a general background
developing provides, so to speak, the passport of lifelong education, in so far as it
one's gives people a taste - but also lays the foundation - for learning
concentration, throughout life.
memory skills, Learning to know implies learning how to learn by developing
and ability to
one's concentration, memory skills and ability to think. From infancy,
think.
young people must learn how to concentrate - on objects and on other
people. This process of improving concentration skills can take
different forms and can be aided by the many different learning
opportunities that arise in the course of people's lives (games, work
experience programs, travel, practical science activities, etc.).
This type of learning is concerned less with the acquisition of
If, as a
structured knowledge but moie with, the mastery of learning tools. It
teacher, you
may be regarded a? both a means and an end of human existence.
have been
Looking at it as a means, people have to learn to understand the world
helping
around them, at least as much as is neccssary for them to lead their
students to
lives with some dignity, develop their occupational skills and
develop their
communicate with other people. Regarded as an end, this type of
skills that
learning is underpinned by the pleasure that can be derived from
v/ould make
understanding, knowledge, and discovery. This aspect of learning is
them indepen-
enjoyed by researchers and good teaching can help everyone to enjoy
dent learners,
it. Even if study for its own sake is a dying pursuit with so much
you are doing
emphasis now being put on the acquisition of marketable skills, the
well on the
raising of the school-learning age and an increase in leisure time should
first pillar of
provide more and more adults with opportunities for private study. The
education
broader our knowledge, the better we can understand the many
became you
different aspects of our environment. Such study encourages greater
have prepared
intellectual curiosity, sharpens the critical faculties and enables people
them for life in
to develop their own independent judgments 011 the world around
the knowledge
them. From this point of view, all children - no matter where they live -
societV in
must have a chance to receive an appropriate education throughout
which we all
their lives.
now live.
However, since knowledge is multifarious and capable of virtually
infinite development, any attempt to know everything becomes more
arid more pointless. In fact, after the basic education stage, the idea of
being a multi-subject specialist is simply an illusion. The initial
A truly secondary and university curricula are therefore partly designed around
educated scientific disciplines with the aim of giving the students the tools, ideas
person nowa- and reference methods which are the product of leading-edge science
da)s needs a and the contemporary paradigms.
broad general
j education
and the
opportunity to
stud}- a small
number of
subjects in
depth..
CHAPTER II: THE FOUR PILLARS OF EDUCATIONN

A truly educated person needs a broad general education and the opportunity to study
a small number of subjects in depth. This two-pronged approach should be applied right
through education. The reason is that general education, which gives pupils a chance to
learn other languages and become familiar with other subjects, First and foremost provides
a way of communicating with other people.
Thinking is something children learn first from their parents and then from their
teachers. The process should encompass both practical problem-solving and abstract
thought. Both education and research should therefore combine deductive and inductive
reasoning, which are often claimed to be opposing processes. While one form of reasoning
may be more appropriate than the other, depending on the jubjects being taught, it is
generally impossible to pursue a logical train without combining the two.
To learn to know, students need to develop learn-to-learn skills. Such skills
are learning to read with comprehension, listening, observing, asking questions,Learn-to-learn
data gathering, note taking, and accessing, processing, selecting and usingskills:
information so that students can become lifelong learners. 'earning
( to read
The role of die eacher then is as facilitator, catalyst, monitor and evaluator
with
of learning because the process of learning to think is a lifelong one and can be
compre-
enhanced by every kind cf human experience. In this respect, as people's work hension
becomes less routine, they will find that their thinking skills are increasingly listening
being challenged at their place of work, (edobserv@unesco.org). observin
g asking
Learning to do question
s data
Learning to do is another pillar of education. In addition to leaning to do a gathering
job or work, this second pillar should, more generally, entail the acquisition of a note taking
competence that enables people to deal with a variety of situations, often accessing,
unforeseeable, and to work in teams, a feature to which educational methods do processing
not at present pay enough attention. and selecting
Learning to do demonstrates that in order to learn to live and work together information
productively and harmoniously, we must first find peace within ourselves, expand
our acceptance and understanding of others, and continually strive towards living
the values which enable us to contribute more fully to the development of a Teacher's
peaceful and just society. It is anchored within the context of lifelong learning androles:
technical and vocational education and training, in preparation for life and the• facilitator
world of work.
• catalyst e
monitor
• evaluator
 •] 4 CHAPTER II: T*= FOJ- PILLAR:. OF EDUCATION

Education must The International Commission on Education for the Twenty-First Century which
contribute to the produced the Delors Report clearly articulated the need for education to contribute to the
all-round whole person, in all their roles, when it stated that education "must contribute to the all-
development of round development of each individual—mind and body, intelligence, sensitivity, aesthetic
each individual - sense, personal responsibility ajd spiritual values. It describes the learning to do pillar not
mind and bod}\ only as putting knowledge and learning into practice innovatively through skill
intelligence, development and practical know-how, but also as the development of competence, life
sensitivity, skills, personal qualities, aptitudes and attitudes.
aesthetic sense,
personal
responsibiiit}'
and spiritual
values.
- Delors
Report
 •] 4 CHAPTER II: T*= FOJ- PILLAR:. OF EDUCATION

Learning to do can no longer have the simple meaning ... "of preparing someone for
a clearly defined task and can no longer be .regarded as the simple transmission of a
more or less routine practice... the ascendancy of knowledge and information... is
bringing personal competence to the fore... employers are seeking competence, a mix,
specific to each individual, or skill, social behavior, of an aptitude for teamwork, and of
initiative and a readiness to take risks."
It is clear that technical and vocational education and training need to encompass al'
four pillars of learning in ordc to prepare the individual with the knowledge, skills,
qualities, values, attitudes, and abilities to communicate effectively and work together
productively with others. The other three pillars are learning to know, learning to live
together, and learning to be.
It has become increasingly ciear, since Edgar Faure presented his report to
UNESCO in 1972, entitled '"Learning To Be: the World of Education Today and
Tomorrow" that learning throughout life is here to stay. At that time in 1972, Faure
envisioned education as "reaching out to embrace the whole of society and the entire
lifespan of the individual" and imagined a world in which every person has the op-
portunity to keep learning throughout life and which lifelong education would be the
keystone of the learning society.
Faure foresaw the need to adapt education and training: "For far too long education
Educatio had the task of preparing for stereotyped functions, stable situations, for one moment of
n means existence, for a particular trade or a given job. It inculcated conventional knowledge, in
reaching out time honoured categories... the idea of acquiring a set of intellectual equipment valid for
to embrace a lifetime is out of date."(Report to UNESCO of the International Commission on
the whole of Education for the 21st Century, 1998, p. 100).
society and There is now a wide agreement for the need for a new human- centered
the entire development paradigm. Education, incorporating general and vocational education
lifespan of the should enable the learner to launch into a lifelong continuum of knowledge, values,
individual.. attitudes, competencies and skills. Technical and vocational education and training is part
- of that ongoing continuum to which people continually return throughout their lives as
Edgar the changing work environment requires the development of new knowledge and skills.
Faure The Delors Commission describes learning throughout life as the "key to the
twenty-first century... essential for adapting to the evolving requirements of the labor
market and for belter mastery
•] 4 CHAPTER II: T*= FOJ- PILLAR:. OF EDUCATION

of the changing time-frames and rhythms of individual existence ".

Learning
The need for lifelong learning is accentuated by increasing globalization and free
throughout life
trade. New economic pressures require both individuals and businesses to continually
is the "key to
upgrade knowledge and skills to maintain their competitive edge.
the 21"
The need to remain personally competitive throughout life raises the obvious concern century -
of equitable access to learning opportunities and also to meaningful work for all, and the essential for
urgency for maintaining and advancing human dignity and worth. adapting to
With incidence of migration from rural areas or from impoverished countries where the evolving
there may also be conflict, and the subsequent rise in urban population levels and requirements
increasing unemployment, it is all too easy for employers and businesses to discriminate ■ of the labor
unfairly based on gender, disability, race, religion, language, ethnicity, HIV/AIDS or other market and for
factors, giving preference to family, friends, associates or those willing to offer bribes. It better mastery
is also tempting for employers to bully or harass employees into working harder for longer of the
hours, in unsafe conditions, for less pay, or even to provide illicit services in exchange for changing time
preferential treatment. It is even more tempting for business to cut costs by casualizing the frame and
work force, or by replacing staff with technology, or through environmentally and rhythms of
occupationally unsound practices. individual
Hence, the need to introduce into education and training values such as equity and existence:"
equality, and human rights issues which acknowledge the right of all to safe and fulfilling - Delors
employment. Both potential employers and employees need to be exposed to the values Commissio
and principles which may be found in a range of human rights and International Labor n
Organization documents, which require them to behave ethically and responsibly towards
one another, and to work with integrity. Learning to do
The demands of global competitiveness have also created time pressures, altering the represents the
work-life balance, potentially sacrificing safety and environmental concerns, altering skilful,
family and social relationships and stretching the bounds of traditional and ethical values. creative and
In this context, the need for values in education and training associated with life skills, discerning
developing the ability to balance and manage one's life and time effectively, and the application of
capacity for team work, responsible corporate and global citizenship and democracy are knowledge.
all essential, for the development of civil society and for countering corruption. One must
The development and internalization of such values in practice is, of course, an learn how to
ongoing process which must be continually reinforced through both formal and non- think
formal education and training throughout life. creatively,
critically and
Learning to do represents the skilful, creative and discerning application of holistically,
knowledge because one must first learn how to learn and how to
deeply
understand
the
information
that is
presented.
•] 4 CHAPTER II: T*= FOJ- PILLAR:. OF EDUCATION

effectively, how to think creatively, critically and holistically, and how to deeply
understand the information that is presented, and . its systemic implications for individuals
and for society, in both the short and longer term.

Figure 4. Personal and Work Values for 'Learning to Do' (Source: UNESCO-APNIEVE Sourcebook No. 3).

It is clear that the changing nature of work away from sole reliance on agriculture or
industrial production industry towards a growing service industry requires different
competencies, particularly in the area of interpersonal relationships. It is therefore
essential, ' to cultivate human qualities that are not necessarily inculcated by traditional
training.... the ability to establish stabie, effective relationships between individuals
(requiring) new types of skills, moie behavioral than intellectual... intuition, flair,
judgment and the ability to hold a team together.
Since learning to do represents the skilful, creative and discerning application of
knowledge, one must first learn how to learn effectively, how to think creatively, critically
and holistically, and how to deeply understand the information that is presented, and its
systemic implications for individuals and for society, in both the short and longer term
(UNESCO-APNIEVE Sourcebook No. 3, 2005).

Learning To Live Together in Peace and Harmony

Of the four pillars of education, learning to live together is the
one most vital to building a genuine and lasting culture of peace in both
•] 4 CHAPTER II: T*= FOJ- PILLAR:. OF EDUCATION

the Asia-Pacific region and throughout the world. The three other pillars - "learning to Peace must
know", "learning to do", and "learning to be" - are the bases for learning to live together. begin with
The Commission has put greater emphasis on the one that it proposes and describes each one of us.
as the foundation of education: learning to live together. This can be achieved by Through quiet
developing an understanding of others and their history, traditions and spiritual values. On and serious
this basis we can create a new spirit guided by recognition of our growing interdependence reflection on
and a common analysis of the risks and challenges of the future. This may induce people its meaning,
to implement common projects and to manage the inevitable conflicts in an intelligent and new and
peaceful way. creative ways
Learning to live together is one of the major issues in education today, since the can be found
contemporary world is too often a world of violence. Although there has been conflict to foster
throughout history, new factors are accentuating the risk, particularly the extraordinary understanding,
capacity for self-destruction humanity has created in the course of the 20th century. friendship and
Therefore, we believe it is necessary to devise a form of education which will make it cooperation
possible to avoid conflicts or resolve them peacefully by promoting learning to live among all
together with others, by developing a spirit of respect for the values of pluralism and the people.
need for mutual understanding and peace.
Tne third pillar of education implies that the teacher should help the students to - Javier
develop an understanding of other people and appreciation of interdependence since we Ferez de
live in a closely connected world. The teacher should help students to realize the value of Cuellar UN
being able to live together in their gradually enlarging world: home, school, community, Secretary
town, city, province, country, and the world as a global village. General
20 CHAPTER II: THE FOUR PILLARS OF EDUCATION

Caring/Sharing
Compassion
Empathy
Gratitude
Interdependenc
e Love
Spirituality
Tolerance

Oeattytty.
^Bciency
pan taErivl
rncnFuture
icern. f ro,
'Ort^ntedness
Frugality
te<(ti*ty
Personal
EcoJogy.
Stewardship
Resources of
Simplicity
tfaATeo
VAUJfcS
Figure 6. Laarning to Live Togather: The Asia-Pacific Perspective
Schematic Diagram of Core and Related Values Needed To Live Together in
Peace and Harmony (Source: UNESCO-APNIEVE Sourcebook)

Learning to live together in peace and harmony is a dynamic,

holistic and iifelong process through which mutual respect, understand-
ing, caring and sharing, compassion, social responsibility, solidarity,
acceptance and tolerance of diversity among individuals and groups
(ethnic, social, cultural, religious, national and regional) are internalized
Learning to and practiced together to solve problems and to work towards a just and
live together free, peaceful and democratic society.
in peace and This process begins with the development of inner pcace in the
harmony minds and hearts df individuals engaged in the search for truth,
requires that knowledge and understanding of each other's cultures, and the
quality of appreciation of shared common values to achieve a better future.
relationship at Learning to live together involves developing, broadening or
all levels is changing perceptions of an attitude toward ourselves and others and
committed to consequently, the way we behave in our uai ly encounters and interactions
peace, human with others. There are multiple influences which impact on the formation
rights, democ- of attitudes and behaviors. What is taught in school is often counter to
racy and what is learned at home, in the community and through diverse media.
social justice This complex area of pedagogy, also called social and emotional learning,
in an ecology requires appropriate and continuous training of teachers (Elias, 2003). It
sustainable involves the teaching of a wide range of knowledge, skills, attitudes and
environment.
21 CHAPTER II: THE FOUR PILLARS OF EDUCATION

behaviours to enable us to interact with others in a just, equitable and

empathetic manner. It thus implies far more than content, rather an
approach or ethic which should include curricular and extracurricular
activities, as well as school management and organization.
The concept entails the capacity to develop one's own potential while
learning to successfully manage relationships with others. It involves
development of self-awareness and self-esteem as well as empathy and
respect for others and requires the capacity for active citizenship,
development of both local and global identity and an ability to understand
others and appreciate diversity. Learning other languages can also
enhance learning to live together as can the ability to adapt to rapid
change in different areas of human activity (IBE, Geneva. 2001).
A range of skills are necessary for learning to live together including
skills for self-control, handling emotions, communication (self-expression,
empathic listening), interpretation of behaviours, critical ihinking,
relationship building and cooperation, negotiation, mediation and refusal,
problem solving and decision making. Many or all of these are referred to
as life skills being seen as essential to meaningful personal development
and social relationships in today's world.
Learning to be
Last, but far from least, is the fourth pillar; learning to be which is
the dominant theme of the Edgar Faure leport "Learning Learning to
to Be: The World of Education Today and Tomorrow," be
published by UNESCO. refers to the
The learning to be pillar, first used as the title of role of
the 1972 Report to UNESCO of the International education in
Commission on the Development of Education, refers to developing
the role of education in developing all the dimensions of all the
the complete person: the physical, intellectual, emotional dimensions of
and ethical integration of the individual into a complete the complete
man, which is a broad definition of the fundamental aims person: the
of education (Delors, 1996, p. 156). physical
The International Commission on Education for the intellectual,
21s" Century picks up on this theme and clearly sets as a emotional,
fundamental principle that "education" must contribute and ethical
to the all-round development of each individual - mind integration of
and body, intelligence, sensitivity, aesthetic sense, the individual
personal responsibility, and spiritual values. It describes into a
learning to be as, "the complete fulfillment of man, in complete
all the richness of his personality, the complexity of his
forms of expression and his various commitments - as individual, member
of a family and of a community, citizen and producer, inventor of
techniques and creative dreamer" (Deiors, 1996, p. 95).
 22 CHAPTER II: THE FOUR PILLARS OF EDUCATION

The Delors Commission further defines Learning to be as a

"dialectical process, which starts with knowing oneself and then opens to
relationships with others. In that sense, education is above- all an inner
journey whose stages correspond to those of the continuous maturing
personality...it is thus a very individualized process and at the same time a
process of constructing social interaction" (Delors, 1996, p. 95).
APNIEVE's definition of learning to be is founded on a humanistic
philosophy of education which aims at the overall development of the
human person as an individual and as a member of society. It takes
account of all the powers, faculties and innate potentials within the human
person, respecting the dignity and worth of each individual. It underscores
the humanistic dimensions in quality of education, highlighting the role of
Conscientizatio values and attitudes towards a holistic and integrated approach to
n education.
is the process Faure's Report refers to the individual as "unfinished," "divided,"
of becoming and "incomplete." Education therefore must be directed towards the
aware of the development of the "complete man." The physical, intellectual, emotional
contradictions and ediical integration of the individual into a complete man is a broad
existing within definition of the fundamental aim of education."
oneself and in According to Paulo Freire, an outstanding Brazilian educator,
society and of recipient of the UNESCO Internationa! Award on Education, the
gradually Comenius Medal, "humanization is man's ultimate vocation and destiny,"
being able to and this can be accomplished through conscientization. Conscientization
bring about is the process of becoming aware of the contradictions existing within
personal and oneself and in society and of gradually being able to bring about personal
social and social transformation. This begins when the individual becomes fully
transformation conscious of his own creative potential and aims at becoming fully
. human.
The Faure Report, learning to be, summarizes the universal aims of
education as follows:
1. Towards a scientific humanism, based on scientific and
technological training. Command of scientific thought and
Universal language has become indispensable in today's world. Objective
Aims of knowledge, however, must be directed towards action and
Education primarily in the service of humankind. Here one can speak of
• towards a science with a conscience, and science at the service of
scientific development. Citizens of the new millennium must learn to be
humanism scientific humanists.
e creativity 2. Creativity means preserving each individual's originality and
s towards creative ingenuity, aiong with realism; transmitting culture
social without stifling the individual; encouraging the use of one's gifts,
commitment aptitudes and personal forms of expression without cultivating
egoism, and paying attention to the individual's specific traits
• towards the
without over'ooking collective activity and welfare. This can be
complete
done when there is respect for the creativity of others and other
man
Faure
Report,
Learning To Be
23 CHAPTER II: THE FOUR PILLARS OF EDUCATION

cultures. Perez de Cuellar refers to "creative diversity" in his

report of the World Commission of Culture to UNESCO, 1996.
3. Towards social commitment consists of preparing the individual
for life in society, moving him/her into a coherent moral,
intellectual and affective universe composed of sets of values,
interpretations of the past and conceptions of the future; a
fundamental store of ideas and information, a common
inheritance. An individual comes into a full realization of his/her
own social dimension through active participation in the
functioning of social structures and a personal commitment to
reform, when necessary. This, in essence is the practice of
democracy.
4. Towards the complete man respects the many-sidedness of
personality as essential in education if the individual is to
develop for himself/herself as well as for others. This calls for a
search for balance among the various intellectual, ethical,
emotional, physical and spiritual components of personality.
Learning to be believes in a holistic and integrated approach to
educating the human person, as an individual and as a member of society
and focuses on the full development of the dimensions and capacities of
the human person: physical, intellectual, aesthetic, ethical, economic,
socio-cultural, political, and spiritual as he/she relates with others in the
family, community, nation, region and the world as shown in Figure 7.

Figure 7: The Core Values, Learning To Be Fully Human (Source: UNESCO-APNIEVE

Sourcebook 2)
24 CHAPTER II: THE FOUR PILLARS OF EDUCATION

\
Learning to be operates on the fundamental principle that education must
contribute to the total development of the whole person - body and soul, mind
and spirit, intelligence and emotion, creativity and sensitivity, personal
autonomy and responsibility, social conscience and commitment, human,
ethical, cultural and spiritual values. A definition and explanation of these
fundamental and dominant values serve as basic guidelines for a holistic
approach to learning, utilizing a valuing process, which takes into
consideration the cognitive, affective, and behavioral powers of the learner.
The teaching-learning cycle of the valuing process starts with knowing
and understanding oneself and others, leading to the formation of a
wholesome concept, a sense of identity, self-esteem, self-worth and self-
confidence, as weli as a genuine respect for others. It proceeds to valuing,
reflecting, choosing, accepting, appreciating, ard acquiring needed skills such
as communication, decision-making, and finally resuhs into action. It seeks an
integration of the learner's knowledge, values and attitudes, abilities and skills
to bring about his/ her full development (A UNESCO-APNIEVE Sourcebook
2, 2002).

Summary
1-
The four pillars of education stressed in the report of the International Commission on
Education for the 21st century are: teeming to know, learning to do, learning to live together, and
learning to be, These pillars are crucial to peace and mutual understanding. They emphasize the
value of education as a manifestation of the spirit of unity. This stems from the will to live
together as active members of a global village and contribute to attainment of a culture of peace.