THE FOUR PILLARS OF LEARNING

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CERAE Context Experience Reflection Action Evaluat
e
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THE FOUR PILLARS OF LEARNING
by Dr. Rizalina G. Gomez
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LEARNING TO KNOW

• is more on the mastery of learning tools than
  with the acquisition of structured knowledge

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Mastery of these learning tools is both a means
and an end
These are means for the students to understand
the world around them.
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These are ends for the students that can be
derived from the pleasures on understanding,
knowledge and discovery
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Delors Commission learning to know implies
learning how to learn
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• Concentration
• the process of improving concentration skills
  can take different forms and can be aided with
  various learning skills.

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• Memory skills
• learnt by heart
• associative memorization has to be carefully
  cultivated and learned

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• Thinking skills
• should encompass both practical problem-solving
  and abstract thought.

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LEARNING TO DO
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• Personal Competence
• mix of skills and talents,
• combining certified skills acquired through
  technical and vocational training, social
  behavior, personal initiative and willingness to
  take risks

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• Inside the Classroom
• use of Multiple Intelligence and learning Styles
  
• Key ingredients creative and innovative
  activities

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LEARNING TO LIVE TOGETHER
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• To learn to live together
• teach students about human diversity

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• To learn to live together
• instill in them an awareness of the similarities
  and interdependence of all people.

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• To learn to live together
• children should be taught to understand other
  people's reactions by looking at things from
  their point of view

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• spirit of empathy is encouraged in schools, it
  has a positive effect on young persons' social
  behaviour for the rest of their lives

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• School should promote social awareness,
  acceptance and respect.

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LEARNING TO BE
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Mind and body
Spirituality
Intelligence
Independence
Sensitivity
Judgment
Aesthetics
Critical Thinking
Individuality
Creativity
Imagination
Human Freedom
Rights and Responsibilities
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The Commission powerfully re-asserted a
fundamental principle education should
contribute to every person's complete development
- mind and body, intelligence, sensitivity,
aesthetic appreciation and spirituality.
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All people should receive in their childhood and
youth an education that equips them to develop
their own independent, critical way of thinking
and judgment so that they can make up their own
minds on the best courses of action in the
different circumstances in their lives
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the basic assumptions stated in the report
Learning to Be. The aim of development is the
complete fulfillment of man, in all the richness
of his personality,
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• The Commission embraces one of the complexity of
  his forms of expression and his various
  commitments
• as individual,
• member of a family and of a community,
• citizen
• producer,
• inventor of techniques and
• creative dreamer

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This human development, which begins at birth and
continues all through a person's life, is a
dialectic process which is based both on
self-knowledge and on relationships with other
people.
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Thank you for listening