PPs Unesa

GLOBAL EDUCATION
IN PHILOSOPHY OF EDUCATION

PHILOSOPHY EDUCATION
Dr. Waspodo Tjipto Subroto
DEPARTMENT OF ECONOMICS EDUCATION
FACULTY OF ECONOMICS
UNIVERSITAS NEGERI SURABAYA

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PPs Unesa
GLOBAL EDUCATION

... education is at the heart of both personal and

community development; its mission is to enable
each of us, without exception, to develop all our
talents to the full and to realize our creative
potential, including responsibility for our own lives
and achievement of personal aims. Jacques Delors
(Delors, 1996, p 17)

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PPs Unesa

People have to learn to understand the world

around them by combining a sufficiently broad
general knowledge with the opportunity to work
in depth on a small number of subjects. This also
means learning to learn (autonomous learning),
so as to benefit from the opportunities education
provides throughout life.

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,,,,,,As a result of learning, the person

is transformed — they are more
Enlightened, more Empowered, more
Enriched.

,,,,FOUR PILLARS of elementary

education is:
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 Kno D
w o
4
Pillars
Educati
of

on
Live B
Together e
PPs Unesa Learning to Know

•Learning to Know
•Implies learning how to learn by developing one's
Concentration, Memory skills and Ability to Think.

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Learning to Know

Learning to Know involves the development of

Knowledge and Skills that are needed to function
in the world. These skills include Literacy,
Numeracy and Critical Thinking.

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Learning to Know helps individuals to

•Develop values and skills for respecting and searching for

knowledge and wisdom
•Learn to learn
•Acquire a taste for learning throughout life
•Develop critical thinking
•Acquire tools for understanding the world
•Create a curious mind/learner
•Understand sustainability concepts and issues

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The Canadian Council on Learning (CCL)
developed some Indicators and Measures
of the ―Learning to KNOW‖ Pillar that can be
applied to Community, School, State, Country
and Continent.

PSE: Post-Secondary Education

PPs Unesa

In summary;
Learning to Know helps with the knowledge
and information needed to work in a
globalized, information society and
knowledge economy, and the tools for
learning how to learn and to independently
acquire knowledge.

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LEARNING TO DO
It describes putting knowledge and learning into practice innovatively through:
(1)Skill development and
(2)Practical know-how,
(3)Development of competence,
(4)Life skills,
(5)Personal qualities,
(6)Aptitudes and
(7)Attitudes.

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LEARNING TO DO

Learning to Live Do involves the acquisition

of Skills that are often linked to
occupational success, such as computer
training, managerial training and
apprenticeships.

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Learning to
Do:
Routinal Ascendan Developm
Clearly
practice cy of ent of
defined
transmiss knowledge personal
task
ion & competen
informatio ce
n

Developm Risk Excellent

Aptitude
ent of taking interperso
for
social initiative nal skill
teamwor
behaviour and
k
readiness
PPs Unesa

All things considered, the new forms of personal

competence are based on a:
•Body of theoretical & practical knowledge
•Personal dynamism
•Good problem-solving,
•Decision-making,
•Innovative and
•Team skills.

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LEARNING TO DO

....It is clear that Technical and Vocational Education and

Training (TVET) needs to encompass all four pillars of
learning in order to prepare the individual with the
knowledge, skills, qualities, values, attitudes and abilities
to communicate effectively and work together
productively with others.
―Learning to DO is anchored within the context of
lifelong learning and TVET, in preparation for life and the
world of work.

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 Learning to Learning to Learning to
DO: DO: DO:
identifies work- . . . in order to acquire represents the skillful,
related values for not only an creative and
technical and occupational skill, but discerning application
vocational education also, more broadly, of knowledge, one
and training that the competence to must first learn how to
contribute to the deal with many learn effectively, how
development of the situations and work in to think creatively,
whole person; the teams. It also means critically and
worker and the learning to do in the holistically, and how to
citizen with the context of young deeply understand the
knowledge, values, peoples‘ various information that is
attitudes, behaviours social and work presented, and its
and skills, needed to experiences which systemic implications
be able to participate may be informal, as a for individuals and for
fully and work result of the local or society, in both the
effectively, ethically national context, or short and longer term.
and responsibly, in a formal, involving
globalized world. courses, alternating
The Canadian Council on Learning (CCL)
developed some Indicators and Measures
of the ―Learning to DO‖ Pillar that can be
applied to Community, School, State, Country
and Continent.
LEARNING TO LIVE
TOGETHER
PPs Unesa

LEARNING TO LIVE TOGETHER

.... Learning to Live Together involves the

development of social skills and values such as
(1)respect and concern for others,
(2)social and inter-personal skills and
(3)an appreciation of the diversity of the World.

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 Learning to Live
Learning totogether
live The process
together in begins with the
peace and development of
harmony is a inner peace
dynamic, in the minds
holistic and and hearts of
lifelong individuals
process engaged in the
through which search for
(the shared truth,
PPs Unesa

LEARNING TO LIVE TOGETHER

.... Learning to Live Together involves the

development of social skills and values such as
(1)respect and concern for others,
(2)social and inter-personal skills and
(3)an appreciation of the diversity of the World.

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 Education should adopt two
complementary approaches. From early
 It should focus on
childhood:
the discovery of other
people in the first stage of education.
 In the second stage of education and in
lifelong education, it should encourage
involvement in common projects.

Encourag
Discovery e
of other involvem
people ent in
PPs Unesa

Discovery of other people

•Teach pupils and students about human diversity
•Instill in them an awareness of the similarities and interdependence of all
people Some subjects lend themselves to this - human geography in basic
education, foreign languages and literature later on
•Children should be taught to understand other people's reactions by looking at
things from their point of view
•Teaching the history of religions or customs can provide a useful reference tool
for moulding future behaviour
•Recognition of the rights of other people should not be jeopardized by the way
children and young people are taught.

One of the essential tools for education in the twenty-first century

will be a suitable forum for dialogue and discussion.
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PPs Unesa

Encourage involvement in common projects

•Introduce young people to collaborative projects from an
early age ,
•The renovation of slum areas,
•Help for disadvantaged people,
•Humanitarian action,
•Senior citizen help schemes
•Involvement of teachers and pupils in common projects can help
to teach a method for resolving conflicts and provide a valuable
source of reference for pupils in later life.

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 Educational initiatives
For Learning to Live Together
Educational Nature of learning goals
initiative
Conflict resolution, peace, reconciliation, tolerance,
Peace education
respect for human rights, civic participation
Education for mutual
Social cohesion, respect for diversity, inclusive national
understanding
identity
Multicultural/intercultural
Tolerance, respect for diversity, antiracism, non-
education
discrimination
Respect for human rights and responsibilities, rights of
Human rights education women, children and minorities, tolerance,
nondiscrimination, prevention of bullying, civic
articipation
Preventive health/HIV-AIDS prevention, prevention of
Life-skills‘/ health substance abuse, respect for the health rights of others,
education respectful relationships
Active and responsible participation in civic/political life,
Citizenship education
democracy, respect for human rights, tolerance
Education for sustainable Environmental sustainability, respect for the rights and
development welfare of all
Respect for humanitarian norms, humanitarian acts, non-
Humanitarian education
discrimination
The Canadian Council on Learning (CCL)
developed some Indicators and Measures
of the ―Learning to LIVE TOGETHER‖ Pillar
that can be applied to Community, School,
State, Country and Continent.
PPs Unesa

• Learning to Live appropriately with others is important in

our everyday lives – from life in the school, family and
community to the special problems of adolescent relationships.
• Learning to live together in the wider society requires
awareness of and respect for human rights and the
responsibilities of local, national and global citizenship.
• Learning to live together as responsible citizens can help reduce
tensions due to ethnic or other divisions and social disparities
which contribute to the instability or civil conflict seen in many
nations today.

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LEARNING TO
BE
PPs Unesa

The basic assumptions in Learning to Be:.

The aim of development is the complete
fulfillment of man, in all the richness of his
Personality.
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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PPs Unesa

Learning to Be

•The all-round development of the whole person, to fulfill his/her

highest potential, and be able to think, decide and act
independently— the source of creativity, innovation and
entrepreneurship.
•The aim of development is the complete fulfillment of man, in 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.

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PPs Unesa

Learning to Be
•Learning to Be involves activities that foster
personal development (body, mind and
spirit) and contribute to creativity, personal
discovery and an appreciation of the
inherent value provided by these pursuits.

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PPs Unesa

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 canmake up their
own minds on the best courses of action in the
different circumstances in their lives.
In that connection, education must not disregard
any aspect of a person‘s potential: memory,
reasoning, aesthetic sense, physical capacities
and communication skills.
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The Canadian Council on Learning (CCL)
developed some Indicators and Measures
of the ―Learning to BE‖ Pillar that can be
applied to Community, School, State, Country
and Continent.
PPs Unesa

The 21st century will need a varied range of talents and

personalities even more than exceptionally gifted individuals, who
are equally essential in any society.
Both children and young persons should be offered every
opportunity for aesthetic, artistic, scientific, cultural and social
discovery and experimentation, which will complete the attractive
presentation of the achievements of previous generations or their
contemporaries in these fields.
At school, art and poetry should take a much more important place
than they are given in many countries by an education that has
become more utilitarian than cultural. Concern with developing
the imagination and creativity should also restore the value of oral
culture and knowledge drawn from children's or adults'
experiences
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The 4 Pillars guarantees a complete
Education
1
Learning
to Know

Learni
3 Learni
ng to
ng 2
Live
to Do
togeth
er

Learni
ng
to Be
4
 The Canadian Council on
Pilla Indicator Learning (CCL)
Measure
r
Access to learning institutions
University attainment
PSE Participation
Learnin
g to High-school dropout rate
Know
Youth literacy skills
Availability of workplace
training
Learnin
g to Do Participation in job-related
training
Access to vocational training
Access to community
Learnininstitutions
g to Volunteering
Live Participation in social clubs
Togeth and organisations
er Learning from other cultures
Exposure to media
Learnin Learning through culture
g to Be
Learning through sports
Broadband Internet access
Access to cultural resources
Average travel time to elementary or secondary school
Average travel time to university or college
Proportion of adults (25-64) who have completed a university program
Proportion of youth (20-24) who are participating in post-secondary education
Proportion of youth (20-24) who have not completed high school and are not
attending school
Mean problem-solving score for youth (15yrs)
Mean reading scores for youth (15yrs)
Mean math scores for youth (15yrs)
Proportion of employers who offer any type of classroom of workplace training
for their employees
Proportion of adults (25-64) who participated in job-related training in previous
year
Proportion to adults (25-64) who participated in any form of job-related training
during the last six years
Average travel time to vocational schools, business and secretarial schools
Average travel time to libraries
Average travel time to business, civic and social associations
Average travel time to religious organisations
Proportion of citizens engaged in unpaid work as part of a group or organisation
Proportion of households spending on social clubs and other organisations
Proportion of citizens who socialize with people from other cultures on a regular
basis
Proportion of households spending on Internet services
Proportion of households spending on reading material and other printed matter
Proportion of households spending on admissions of museum and other cultural
activities
Proportion of households spending on live performing arts
Proportion of household spending on recreation and sports facilities
Proportion of household with access to wireless, cable, or DSL
Average travel time to museum and art galleries
PPs Unesa

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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PPs Unesa

Thank you

Email: waspodosubroto@unesa.ac.id
waspodotjipto@yahoo.co.id
tjiptosubroto@gmail.com
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