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THE PHILIPPINE WOMEN’S UNIVERSITY

MANILA

Social Dimensions of Education

NAME: ___________________________________________ SCORE: _________________

COURSE/YEAR/SECTION: _____________________________ DATE: _____________________

MODULE- The Four Pillars of Learning in the 21st Century

SOURCE: http://iflex.innotech.org/GURO21/module1/l1_20.html

A desire to learn continuously through one’s lifetime is a mark of a 21st century learner. 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. 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.
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 Four Pillars of Learning is proposed as a framework to understand what students need to acquire and
develop in themselves. Knowing these pillars and applying them to your own learning can help you develop the KSAVs
required to fulfill your tasks and roles as a provider of quality and relevant education to your students.

An Overview of the Four Pillars of Learning

Source: Graphics adapted from “Four Pillars of an Effective

Sales Service (2011)."

The following are brief descriptions of the four

pillars of learning.

Learning to Know
Learning to Know involves the acquisition and
development of knowledge and skills that are needed to
function in the world. Examples of skills under this
pillar of learning include literacy, numeracy, and
critical thinking.

Learning to Live Together

Learning to Live Together involves the development
of social skills and values such as respect and concern
for others, social and inter-personal skills and an
appreciation of the diversity among people. These skills
would enable individuals and societies to live in peace
and harmony.

Learning to Do
Learning to Do involves the acquisition of skills that would enable individuals to effectively participate in the
global economy and society. These skills are often linked to occupational success, such as vocational and technical skills,
apprenticeships, and leadership and management competencies.

Learning to Be
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Learning to Be involves activities that promote holistic personal development (body, mind and spirit), for an all-
round ‘complete person.’ These include cultivating one’s self analytical and socials skills, creativity, personal discovery
and an appreciation of the inherent value provided by these pursuits. 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.

Did you notice the arrow that spans across the four pillars of learning? What do you think does this arrow
represent? If you mentioned “lifelong learning,” you are correct! The framework takes into account that learning in the
21st century is a continuous building of skills and knowledge throughout the life of an individual. It occurs through
experiences encountered in the course of a lifetime.

What do the four pillars of learning mean to you? Do the Activity 1 and find out.

ACTIVITY 1

What do the four pillars of learning mean for an individual? Zhou (2006) provided an answer to this question
when he revisited the four pillars of learning, stressing the development of all-rounded human beings through the
acquisition of fundamental skills, competencies, adaptabilities, and values needed for a new century.

The following table provides Zhou’s descriptions for each of the four pillars. The list shows some of the
competencies and skills associated with the four pillars. In the last column, place a check mark (√) against the elements
that you think you are already good at. Put a cross mark (X) if the elements do not apply to you. This is not a test, so try
to be as honest as you can in completing this checklist.

Four Pillars of Learning

I think I am good at
Pillars Involves... this
√ X
mastering the skills and strategies of knowing and understanding

learning to learn and discover

understanding about one’s environment

Learning to Know thinking in a coherent and critical way

acquiring a knowledge of the scientific method and instruments

developing a scientific spirit and an inquiring mind

acquiring independence of judgement

knowing oneself

discovering others
Learning to live
together appreciating the diversity of the human race

being receptive to others and open to others’ ideas during dialogues

and debates
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caring and sharing

working toward common objectives in cooperative undertakings

managing and resolving conflicts

shifting from skill and ‘practical knowhow’ to competence

applying in practice what has been learned

developing the ability to transform knowledge into innovations and

job-creation
developing competence, a mix of higher skills, of social behaviour, of an
Learning to do aptitude for team work, and initiative/readiness to take risks
acquiring new types of skills, more behavioral than intellectual

learning that is no longer limited to work but responds to participation

in development
communicating, working with others, and managing and resolving
conflicts
developing the mind and body, intelligence, sensitivity, aesthetic sense,
personal responsibility, and spiritual values
nurturing imagination and creativity
Learning to be
being complete in oneself, in all the richness of one’s personality

developing one’s full potentials and tapping the hidden treasure within
oneself

SILENT REFLECTION: How did you fare in the activity? How is your profile as a teacher in relation to the four
pillars of learning? If you have many check marks in the table, it means that you are as much an all-around learner as you
are a teacher fit for the 21st century. You have done well. If you only have a few check marks in the table, do not feel bad;
this module will help you develop the competencies under each pillar. Once you have developed these in yourself, you can
help equip your students so that they will also be prepared for the 21st century and beyond.

LEARNING TO KNOW

You will start by learning more about the first pillar, Learning to Know, in the light of literacies expected or are
required to be developed in you and among your students in the 21st century.

In Learning to Know, emphasis is on the learning tools and processes used for acquiring knowledge. This pillar
focuses on developing an autonomous learner. An autonomous learner is one who has affective attributes combined with
a sense of self-worth and has developed skills and strategies of operation and metacognition (Atkin, 1999). These attributes
and skills are discussed in detail as follows:

1. Affective attributes. This quality of autonomous learners includes the following characteristics:
a. Can relate well with others – tolerant, supportive, independent, and interdependent.
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b. Reflective and purposeful – purposeful in questioning, initiative, open-minded, reliable, self-motivated, organized, risk-
taker
c. Possesses a positive outlook – enthusiastic, curious, balanced and with broad interests, loves learning
2. Sense of self-worth, which is associated with self-respect, refers to learners’ overall sense of value, worth,
goodness, and deservedness. A sense of self-worth enables learners to believe that they are capable of learning,
doing their best with their talents, of contributing well in society, and that they deserve to lead a fulfilling life.
3. Skills and strategies of –
a. Operation. This includes activities and behaviors such as cooperation and collaboration, communication,
adapting one’s learning style, evaluation, using resources (physical, personal, technical, temporal), organization
and planning, and decision making.
b. Metacognition. This involves the selection and use of appropriate strategies for active learning, memory,
concentration, problem solving, creative expression, and thinking.

ACTIVITY 2 - ONE (1) PARAGRAPH EACH ONLY

1. Why do you think is it necessary for learners to possess all the three attributes as part of the ability to
“learn to know”? (15 POINTS)
2. What do you think should students know for them to successfully adjust to the demands of the 21st
century? (15 POINTS)

RUBRIC:

Content – 10 points
Grammar and Mechanics of Writing – 5 points
TOTAL: 15 points

LEARNING TO DO

This question is closely associated with the issue of occupational training: how do we adapt education so
that it can equip people to do the types of work needed in the future?

Learning must transform certified skills into personal competence. It is assessed by looking at a mix of
skills and talents, social behavior, personal initiative and a willingness to work. These are often referred
to as interpersonal skills or peoples’ skills by employers. Knowledge along with other qualities like
communication, teambuilding and problem-solving skills is most demanded by the service sector these
days. Personal Competence includes life skills like:

1. Social behavior
2. Personal initiatives
3. Willingness to take risk
4. Communication skills
5. Problem solving skills
5. Adaptability
6. Social responsibility
7. Leadership skills

ACTIVITY 3

Create a hashtag on any one of the 7 personal competencies relevant to learning to do. Then, provide a one
paragraph reflection for each of the hashtags.

RUBRIC:
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Content – 10 points
Grammar and Mechanics of Writing – 5 points
TOTAL: 15 points

LEARNING TO LIVE TOGETHER

Education should help in inculcating a spirit of empathy in students so that it can have a positive effect on
their social behavior throughout their lives. Understanding each other, resolving conflicts through
dialogue and discussion should be the essential tools of present day education.

People of the world should accept their differences but start working on the basis of their commonalties
for the survival of humankind.

Values to be developed among students

1. Non-Violence
2. Cooperation
3. Selfless attitude
4. Developing values
5. Accepting human diversity
6. Instill an awareness of the similarities and interdependence of all people

ACTIVITY 4

Create a short radio public service announcement on any of the values relevant to learning to live together intended
for a one-minute airing.

RUBRIC:

Content – 10 points
Creativity, Style and Originality – 5 points
Overall Impact – 5 points
TOTAL: 20 points

LEARNING TO BE

The aim of development is the complete fulfillment of man and his development in a holistic way as an
individual, member of a family and community and as a responsible citizen.

According to Alvin Toffler: “The illiterate of 21st century will not be those who cannot read or write but
those who cannot learn, unlearn and relearn”

Person's complete development - mind and body, intelligence, sensitivity, aesthetic appreciation and
spirituality. All people should receive in their childhood and youth an education that equips them to
develop their own independent, critical way of thinking and judgement so that they can make up their own
minds on the best courses of action in the different circumstances in their lives.

Individual – Family member, Community member, Citizen, Professional, Innovator, Creative dreamer
Educational Experiences: Aesthetic, Social, Moral, Spiritual, Logic and reasoning

ACTIVITY 5

Write a brief letter/written communication to persons in authority (president, lawmakers like congressmen/women,
sectoral representatives and the like) persuading them to create measures/policies/laws that will promote or advocate
learning to be.
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Content – 10 points
Persuasive Appeal – 10 points
Grammar and Mechanics – 5 points
TOTAL: 25 points