Professional Documents
Culture Documents
The Four Pillars of Education, described in Chapter 4 of Learning: The Treasure Within, are the
basis of the whole report. These four pillars of knowledge cannot be anchored solely in one
phase in a person's life or in a single place. There is a need to re-think when in people's lives
education should be provided, and the fields that such education should cover. The periods and
fields should complement each other and be interrelated in such a way that all people can get the
most out of their own specific educational environment all through their lives.
STATEMENT#1: The four pillars of education (or of learning or of knowledge) are (1) learning
to know; (2) learning to do; (3) learning to be; and (4) learning to live together. The pillars
should anchor the learning not solely in one phase or not solely in a single place of a person’s
life.
STATEMENT #2: Periods and fields complement each other and interrelate in a way for all
people to get most out of their contexts through all their lives.
Learning to Know
This type of learning is concerned less with the acquisition of structured knowledge than with the
mastery of learning tools. It may be regarded as both a means and an end of human existence.
STATEMENT #4: The mastery of learning tools (aka, skills) is more about the construction of
unstructured knowledge
STATEMENT #5: The mastery of the learning tools should at least encompass competency and
proficiency of the learning tools.
Definition of Terms
COMPETENCE conceives the needs for education and training into skills, knowledge, and
attitudes.
STRUCTURED KNOWLEDGE is the knowledge with the structural or static elements. For
instance, information in a spreadsheet contains predefined columnar structured knowledge.
UNSTRUCTURED KNOWLEDGE is not arranged in a pre-defined manner. It may contain
dates, numbers, and facts that originate from unstructured form Looking at it as a means, people
have to learn to understand the world around them, at least as much as is necessary for them to
lead their lives with some dignity, develop their occupational skills and communicate with other
people. Regarded as an end, it is underpinned by the pleasure that can be derived from
understanding, knowledge and discovery.
STATEMENT #6: The learning to know pillar prioritizes first the proficiency of skill, second the
construction of knowledge from unstructured data second, and third the construction of
knowledge from structured data
Looking at it as a means, people have to learn to understand the world around them, at least as
much as is necessary for them to lead their lives with some dignity, develop their occupational
skills and communicate with other people. Regarded as an end, it is underpinned by the pleasure
that can be derived from understanding, knowledge and discovery.
STATEMENT #9. As an end, skill development results in being proficient with a skill but feeling
satisfied.
STATEMENT #11:
dynamic unstructured
static structured
knowledge.
STATEMENT #12:
construct dynamic
unstructured knowledge
teaching is a pursuit of
and learning
ample opportunities to
private study.
Definition of
Terms
GOOD TEACHING
facilitates students to
thoughts and to
transform them
ultimately to be better
citizenry (Leblanc, n.d.).
empowered approach
lesson.
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47
48
53
54
56
60
63
development should be
evidence-based and
connected to the
construction of know-
knowledge
construction of know-
why knowledge is
science-based.
STATEMENT #17.
Understanding the
construction of broader
knowledge.
STATEMENT #18.
Lifelong learning
students to be proficient
in interdisciplinary, and
not specialized,
knowledge.
of science and
perspectives of the
reality.
STATEMENT #20. A
capital T is a conception
horizontal line
represents the broad
studied in-depth.
Such specialization must not exclude general66education - not even for future researchers
who67will work in specialized laboratories. A truly68educated person nowadays needs a broad
general69education and the opportunity to study a small70number of subjects in depth. This two-
pronged71approach should be applied right through72education. The reason is that general
education,73which gives pupils a chance to learn other74languages and become familiar with
other subjects,75first and foremost provides a way of76communicating with other people. If
specialists77rarely set foot outside their own scientific circle,78they are likely to lose interest in
what other79people are doing. Regardless of the circumstances,80they will find working with
others a problem. On81the other hand, general education, which forges82spatial and temporal
links between societies,83tends to make people more receptive to other84branches of knowledge.
While the history of85science is written by historians, scientists find it86useful. By the same
token, lawyers, sociologists87and political scientists increasingly need basic88economics.
Lastly, some breakthroughs in the89advancement of human knowledge occur at the90interface of
different specializations
Thinking is something children learn first from127their parents and then from their teachers.
The128process should encompass both practical problem-129solving and abstract thought. Both
education and130research should therefore combine deductive and131inductive reasoning,
which are often claimed to be132opposing processes. While one form of reasoning133may be
more appropriate than the other,134depending on the subjects being taught, it is135generally
impossible to pursue a logical train of136thought without combining the two.137138The process
of learning to think is a lifelong one139and can be enhanced by every kind of
human140experience. In this respect, as people's work141becomes less routine, they will find
that their142thinking skills are increasingly being challenged at143their place of work
Learning to Do147This question is closely associated with the issue148of occupational training:
how do we adapt149education so that it can equip people to do the150types of work needed in
the future? Here we151should draw a distinction between industrial152economies, where most
people are wage-earners,153and other economies where self-employment or154casual work are
still the norm.155156In societies where most people are in paid157employment, which have
developed throughout158the Twentieth century based on the industrial159model, automation is
making this model160increasingly "intangible". It emphasizes the161knowledge component of
tasks, even in industry,162as well as the importance of services in the163economy. The future of
these economies hinges on164their ability to turn advances in knowledge into165innovations
that will generate new businesses and166new jobs. "Learning to do" can no longer
mean167what it did when people were trained to perform a168very specific physical task in a
manufacturing169process. Skill training therefore has to evolve and170become more than just a
means of imparting the171knowledge needed to do a more or less routine job.
If we add a demand for personal commitment on211the part of employees in their role as
change212agents, it is clear that this kind of personal213competence involves highly subjective
innate or214acquired qualities, often referred to as "people215skills" or "interpersonal skills"
by employers,216combined with knowledge and other job skills. Of217these qualities,
communication, team and218problem-solving skills are assuming greater219importance. The
growth of the service industries220has resulted in an increase in this trend.221222The shift
away from physical work - the223service industries224In advanced economies there is a shift
away from225physical work. The implications of this trend for226education are even clearer if
we look at the227development of the service industries in both228quantitative and qualitative
terms. Most of the229active population (60-80 per cent) of the230industrialized countries is
employed in the service231sector. The main defining characteristic of this232extremely broad
category is that it covers233activities which are neither industrial nor234agricultural and
which, despite their diversity, do235not involve any tangible product.236237Many services are
defined primarily in terms of238the interpersonal relationship involved. Examples239of this are
found both in the rapidly expanding240private service sector which is benefiting from
the241growing complexity of economies (every kind of242expertise imaginable, security services
or high-243tech consultancy services, financial, accounting244and management services) and in
the more245traditional public sector (social services, health246and education services,
etc.).247248In both these cases, information and249communication play a vital role. The key
aspect250here is the personalized acquisition and251processing of specific data for a clearly
defined252project. In this type of service, both the provider253and the user influence the quality
of the254relationship between them. Clearly, people can no255longer be trained for this sort of
work in the same256way as they learned how to plough the land or257make a sheet of steel.
These new jobs are about 12interpersonal relationships; workers'259relationships with the
materials and processes260they are using are secondary. The growing service261sector needs
people with good social and262communication skills - skills that are not263necessarily taught at
school or university.
Lastly, in the ultra high-tech organizations of the266future, where relational inadequacies might
cause267serious dysfunctions, new types of skills will be268required, with an interpersonal
rather than269intellectual basis. This may provide an opportunity270for people with few or no
formal educational271qualifications. Intuition, common sense,272judgement and leadership
skills are not confined273to highly qualified people. How and where are274these more or less
innate skills to be taught? The275problem is akin to that raised by the idea of276vocational
training in developing countries.277Educational content simply cannot be inferred278from a
statement of the skills or abilities required279for specific tasks.
STATEMENT #31. Thetrend in the twenty-firstcentury includes a shift,away from physical work
,toward service-sectoractivities which areneither industrial noragricultural, which arecomplex
and diversified,and which do notnecessarily involvetangible product.
STATEMENT #34. Thequality of the relationshipbetween the serviceprovider and the user
of theservice and data reliesmore on the trust andcredibility developed whilethey interact
with eachother and less on theinteractions betweenpeople and materials orbetween people
andprocesses
In a highly unstable world where one of the main431driving forces seems to be economic
and social432innovation, imagination and creativity must433undoubtedly be accorded a
special place. As the434clearest expressions of human freedom, they may435be threatened
by the establishment of a certain436degree of uniformity in individual behaviour.
The437twenty-first century will need a varied range of438talents and personalities even
more than439exceptionally gifted individuals, who are equally440essential in any society.
Both children and young441persons should be offered every opportunity for442aesthetic,
artistic, scientific, cultural and social443discovery and experimentation, which
will444complete the attractive presentation of the445achievements of previous
generations or their446contemporaries in these fields. At school, art and447poetry should
take a much more important place448than they are given in many countries by
an449education that has become more utilitarian than450cultural. Concern with
developing the imagination451and creativity should also restore the value of
oral452culture and knowledge drawn from children's or453adults' experiences
How can we do better? Experience shows that it is495not enough to set up contacts and
communication496between people who are liable to come into497conflict to reduce this
risk (for example, in inter-498racial or inter-denominational schools). If the499different
groups are rivals or if they do not have500the same status in the same geographical
area,501such contact may have the opposite effect to that502desired - it may bring out
hidden tensions and503degenerate into an opportunity for conflict. If, on504the other
hand, this kind of contact is organized in505an egalitarian setting and common aims
and506projects are pursued, the prejudices and latent507hostility may give way to a more
relaxed form of508co-operation, or even friendship.509510The conclusion would seem to
be that education511should adopt two complementary approaches.512From early
childhood, it should focus on the513discovery of other people in the first stage
of514education. In the second stage of education and in515lifelong education, it should
encourage516involvement in common projects. This seems to be517an effective way of
avoiding conflict or resolving518latent conflicts.519
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