Four Pillars of Education

Four Pillars of Education (Learning). Discussed below are the UNESCO’s four pillars of education –learning to know, learning to do, learning to be, and learning to live together.

Learning to Know

Learning to know is a lifelong learning process in which we acquire structured theories and principles; that is to increase our knowledge and broaden up our understanding. It does not mean that though we are preoccupied by the belief that that is no direct application or significance in our career or field, we are not going to get interested with the acquisition of such idea. Definitely, we still have to. As what we believe; everything changes except the notion of “change,” and so to keep ourselves abreast of these changes around us, it is imperative to update our minds with what the latest is. That is through “learning to know.”

In the field of education, when we were just taking our academic units, we really had to be equipped with book-presented theories and principles associated with learning, including but not limited to theories of human development, characteristics of young Filipinos, various foundations of education, and the different approaches in teaching. Initially, we tried asking ourselves whether we really had to master these. Eventually, we discovered that the discussions we had inside the classrooms all have relevance in the teaching profession.

Learning to Do

Inarguably, what we learn, as much as possible, should be put into practice. This is what we call learning to do. After gaining knowledge and understanding on some particular things, we can only say that there is true learning if the acquisition of such knowledge is manifested through practical applications, problem solving, and even sharing with others. After all, if certain knowledge is merely confined in a chamber inside our brain, and we fail to eve scratch it once for use, it may be dissolved in our mental system. So, learning to do must take place.

During our practicum, those which we had learned from our academic subjects were actually applied. Upon considering the collective abilities and skills of our students, we were able to choose from among the approaches, one planned which was really effective and appropriate. We could also determine learning flaws, and consider factors suppose to hinder and contribute to learning process. With all of these since we were equipped well with almost everything, we were able to complete successfully our practice teaching.

Learning to be means getting into the point of becoming what we are as what we aimed. Through learning to know and learning to do, we realized that our set goals are worked out; and guided with a direction, either aware or not, we move into a transition from practice of what we learned into achievement of what do we suppose to be.

After years of in-campus education, months of practice teaching and passing the Licensure Examinations for Teachers (LET), we realized that teaching is really our profession. We became what we dreamt of and worked for to become.

In my perception, the first three pillars of learning focus on our lifelong learning as individuals. Now the fourth pillar, learning to live together, goes beyond our individual walls, and in here we engage ourselves into relationships with others, thus promoting social equity, justice, peace and harmony. We may not be considered as learned individuals if we fail to socialize, communicate, and establish positive connections with the other members of society. After all, no man is an island, and living far away from others is undoubtedly impossible.

Learning to live together is perhaps difficult to manage considering the fact that as we deal with others, we have to respect individual differences, and we really have to get ourselves along with the collective behavior. To be socially mature and learned individuals, we go back with learning to know—to understand social norms, learning to do—-to establish concrete connection with reality, learning to be—to built up a good reputation in the perception of the public, and so learning to live together constitutes a process of uplifting the quality of life in the society.

We, teachers are not just facilitators of learning. As we become members of academic institutions, we undertake responsibilities of being catalysts of positive change. We unify the whole faculty. We communicate with parents regarding our concerns with students. We participate in all programs of the institution dedicated for the welfare of all. We even go beyond the walls and establish strong relationships with the whole society either by personal or group means.