Republic of the Philippines
PANGASINAN STATE UNIVERSITY
Bayambang Campus
College of Teacher Education
UNIT 1: Nature of Teaching and Teacher Roles
Table of Contents
Overview
I. Topic – 4 Pillars of Education
II. Lesson Objective
III. Lesson Proper
IV. Discussion Points
V. Processing Questions/Activities
VI. Answer Key
VII. Lesson Summary
VIII. References
I. TOPIC
UNIT 1: Nature of Teaching and Teacher Roles
D. UNESCO’s 4 Pillars of Education
This topic gives a general overview about UNESCO’s Four Pillars of Education,
their respective meanings, and the influence and long-lasting impact of the pillars in the
life of the 21st Century learners.
II. LESSON OBJECTIVES
At the end of this lesson, students will 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.
III. LESSON PROPER
The United Nations Educational, Scientific and Cultural Organizations (UNESCO)
is a United Nations Organization to promote international corporation and
implementation of international agreements.
The International Commission on Education for the Twenty-first Century to
UNESCO, headed by Jacques Delors, identified learning throughout life as a key to
meet the challenges of the 21st century.
The Commission’s 1996 report, Learning: The Treasure Within, highlighted the
need for individuals to "learn how to learn” to cope with the rapid changes and
challenges of the present and the future. It describes a holistic approach to learning
that encompasses more than what occurs in the classroom. This is referred to
as lifelong learning - a philosophy that involves the development of knowledge,
skills, attitudes, and values throughout one’s life—from early childhood through
adulthood.
The report presented a framework that organized lifelong learning into four
pillars: learning to know, learning to live together, learning to do, and learning
to be. The four pillars of learning are seen as fundamental principles for reshaping
21st century education.
The Paradigm and conceptual framework of the 2002 Basic Education
Curriculum adapted the UNESCO Commission on Education for the 21st Century
which proposed that the learning process should be based on four pillars of
education.
1. Learning to KNOW – the development of skills and knowledge needed to
function in this world e.g. formal acquisition of literacy, numeracy, critical thinking
and general knowledge.
It talks about the general knowledge individuals must acquire in order to become
intellectually competent.
This pillar of education also means learning to learn, when we come to know
about the basic concepts in this world, we would easily benefit from the opportunities
education provides throughout life.
It aims to provide individuals with the cognitive tools required to better
comprehend the world and its complexities, and an adequate foundation for future
learning.
2. Learning to DO – the acquisition of applied skills linked to professional
success.
This pillar aims to provide individuals with the skills to effectively participate in
the global economy and society.
These include skills that are often linked to occupational success, such as
vocational and technical skills, apprenticeships, and leadership and
management competencies.
It also means learning to do in the context of young people’s various social and
work experiences. These can be informal, as a result of the local or national
context, or formal, involving courses, alternating study and work.
3. Learning to live together – the development of social skills and values such
as respect and concern for others and the appreciation of cultural diversity.
By developing an understanding of other people and an appreciation of
interdependence – carrying out joint projects and learning to manage conflicts –
with respect for the values of pluralism, mutual understanding and peace.
This exposes individuals to the values implicit within human rights, democratic
principles, intercultural understanding and respect, and peace in society and
human relationships. It enables individuals and societies to live harmoniously.
4. Learning to BE – the learning that contributes to a person’s mind, body and
spirit. Skills include creativity and personal delivery, acquired through reading, the
internet and activities such as sports and arts.
To develop one’s personality and act with greater autonomy, judgement and
personal responsibility. The aim is to provide individuals with the self-analytical
and social skills to develop to their fullest potential.
Accordingly, education must not disregard any aspect of a person’s potential,
including memory, reasoning, aesthetic sense, physical capacities and
communication skills.
An example under this pillar is a teacher who participates in training workshops
that will enhance his/her knowledge and skills in the teaching learning process.
Additional Pillar of Education based from UNESCO’s Education for
Sustainable Development Initiative (2012) presented a conceptual framework for
ongoing, lifelong learning.
5. Learning to TRANSFORM ONESELF AND SOCIETY – when individuals and
groups gain knowledge, develop skills and acquire new values as a result of
learning, they are equipped with tools and mindsets for creating lasting change in
organizations, communities and societies.
This pillar also aims to:
Integrate the values inherent in sustainable development into all aspects of
learning, and;
Empower people to assume responsibility for creating and enjoying a
sustainable future.
IV. DISCUSSION POINTS
UNESCO’s solution to the problems encountered by the 21 st century
education is to view learning as a lifelong process and should be
supported by the four pillars of education.
In a nutshell, the concept of learning throughout life, personality building and
community living emerge as the keys to success in the 21st Century.
The Four Pillars of Learning is proposed as a framework to understand
what students need to acquire and develop in them.
Learning is seen not just as an intellectual process, but one that
encompasses all aspects of an individual’s life, including their role in the
community, performance in the workplace, personal development, and
physical well-being.
V. PROCESSING QUESTIONS
1. Teacher Mary encourages her students to engage in after-school activities
that develop all aspects of their life. These include engaging in sports, creative arts,
and other activities that promote their mental, physical, or spiritual well-being. Under
which pillar of learning is this?
A. Learning to know C. Learning to do
B. Learning to be D. Learning to live together
2. Teacher Rissa encourages her students to analyze issues, think critically,
and sift through information from sources, such as the internet, newspaper, TV, and
radio. Under which pillar of education is this?
A. Learning to know C. Learning to do
B. Learning to be D. Learning to live together
3. Teacher Ruth made each of her student share information about their
culture - their unique celebrations, customs, and traditions. This way, her students
learn to appreciate and respect cultures other than their own. Under which pillar of
education is this?
A. Learning to know C. Learning to do
B. Learning to be D. Learning to live together
4. Students at a community college use a curriculum that integrates career
and life skills in the major academic subjects. Teachers provide opportunities for
students to enhance such skills as leadership, self-initiative, responsibility, and
accountability, among others. These skills can be used by students for life and work
when they leave the school. Under which pillar of education is this?
A. Learning to know C. Learning to do
B. Learning to be D. Learning to live together
5. What pillar of education according to Delors focuses on tech-vocational
relevant to people-centered human development?
A. Learning to know C. Learning to do
B. Learning to be D. Learning to live together
VI. ANSWER KEY
1. B
2. A
3. D
4. C
5. C
VII. LESSON SUMMARY
In a nutshell, the concept of learning throughout life, personality building and
community living emerge as the keys to success in the 21st Century.
Learning to know: it’s about acquiring the ability to know, explore and
understand the world. In fact, this relates to the learning to
learn competence.
Learning to do: pertains to the acquisition of applied skills linked to
occupational success in the 21st century.
Learning to live together: it’s about having enough social skills to live with
any kind of people in a peaceful way.
Learning to be: activities that promote holistic personal development
(body, mind and spirit), for an all-round ‘complete person.’
Learning to transform oneself and society: to empower people to assume
responsibility for creating and enjoying a sustainable future.
VIII. REFERENCES
21st Century Schools (2008). Retrieved October 8,2021, from
http://www.21stcenturyschools.com/What_is_21st_Century_Education.htm
Delors, J. , et. al. (1996). Learning: The Treasure Within. Paris, UNESCO.
Uncovered, E. (2012, April 11). Understanding UNESCO's 4 pillars of Education.
Education UNcovered. Retrieved October 8, 2021, from
https://eduncovered.wordpress.com/2012/04/02/understanding-unescos-4-pillars-of-
education/.
Module 1 - The four pillars of learning in the 21st Century. Module 1 - let's read: The
four pillars of learning in the 21st Century. (n.d.). Retrieved October 8, 2021, from
http://iflex.innotech.org/GURO21/module1/l1_20.html.
