learning to be together pillar of education

Four Pillars of Learning And Their Examples

Learning is a lifelong process, and it’s important to have a system in place that supports you along the way. It is an essential part of life, and it doesn’t stop when you finish school or leave the workforce.

Four pillars support learning: learning to know, learning to do, learning to live together, and learning to be

Who Proposed the 4 Pillars of Education?

The 4 pillars of education were first proposed by the World Commission on Culture and Development in its 1995 report, Our Creative Diversity . The commission was chaired by Spanish scientist, scholar and diplomat Federico Mayor Zaragoza , and the report was authored by a team of international experts.

The 4 pillars are:

Four Pillars of Education And Their Examples

There are four pillars of education, which are essential for the development and progress of any society. They are:

3) Learning to be: This final pillar encourages individuals to reflect on their own values, beliefs, and identity.

What is Learning to Know Examples?

In learning to know, we focus on acquiring and mastering new information and concepts. This could involve, for example, learning the names of different countries in Europe or memorizing the steps in a scientific experiment. We often use rote learning techniques such as repetition and drills to help us commit new information to memory. Some educators believe that this kind of surface-level learning is not deep or meaningful enough; however, it can be argued that without first acquiring this basic knowledge, it would be difficult to move on to more sophisticated levels of understanding.

Meaning of Learning to Do

In general, learning is about increasing knowledge and understanding. It may involve acquiring new skills, or expanding ones that are already possessed. It can also involve developing a greater understanding of oneself and one’s world.

What is Learning to Be in the Four Pillars of Education?

In the 21st century, education is no longer about memorizing facts or regurgitating information. Instead, it’s about learning how to think critically, solve problems and become a lifelong learner. This shift in thinking has led to the Four Pillars of Education: creativity, critical thinking, communication and collaboration. Creativity is all about thinking outside the box and coming up with new ideas. It’s important for students to be able to tap into their creative side as they’ll need to be innovative in order to succeed in today’s ever-changing world. Critical thinking is an essential skill that all students must learn in order to be successful. They need to be able to analyze information and make thoughtful decisions. Communication is another key pillar of education. In order for students to collaborate effectively, they need to be able to communicate clearly and concisely. Lastly, collaboration is crucial in today’s society. With the advent of technology, it’s easier than ever for people to work together on projects from around the globe.

Learning to Live together

They have to develop a tolerance for different cultures and beliefs in order to have constructive dialogue- tolerance is necessary so that all people can interact productively regardless of different backgrounds or beliefs

Reflection About Four Pillars of Education

In a world where so many people are focused on what they do, it is refreshing to see the “Four Pillars of Education” as an important part of a successful educational system.

Reflecting on the Four Pillars of Education, I believe that they are important in helping students learn to be successful adults . Understanding ourselves and others is essential for living harmoniously together, and knowing how to work effectively with others is crucial in today’s professional world.

FOUR PILLARS OF EDUCATION

The Four Pillars of Learning are a framework that can be used to enhance the learning process. We hope you enjoyed reading this article. These pillars have been known to bring about success for generations because of their sound foundations. Now that we’ve talked about how important they are, let us know your opinions in this regard.

Sherry Lane

It’s our pleasure. You may browse the whole website for further articles. Thanks.

• Summary for Decision Makers

Working Groups

The International Science and Evidence Based Education (ISEE) Assessment is an initiative of the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), and is its contribution to the Futures of Education process launched by UNESCO Paris in September 2019. In order to contribute to re-envisioning the future of education with a science and evidence based report, UNESCO MGIEP embarked on the first-ever large-scale assessment of knowledge of education.

The overall goal of the ISEE Assessment is to pool multi-disciplinary expertise on educational systems and reforms from a range of stakeholders in an open and inclusive manner, and to undertake a scientifically robust and evidence based assessment that can inform education policy-making at all levels and on all scales. Its aim is not to be policy prescriptive but to provide policy relevant information and recommendations to improve education systems and the way we organize learning in formal and non-formal settings. It is also meant to identify information gaps and priorities for future research in the field of education.

In the education sector, the term assessment generally refers to activities used to measure student progress. Going beyond this narrow notion of education assessment, and drawing lessons from the IPCC Assessment Reports and other scientific environmental assessments (such as the Millennium Ecosystem Assessment and IPBES), UNESCO MGIEP aspires to initiate a scientifically credible, legitimate, relevant and inclusive process that will assess the state of education as a complex system and its role in achieving sustainable and peaceful societies.

The ISEE Assessment uses the 1996 Delors Report's four pillars of education — Learning to be, Learning to know, Learning to do and Learning to live together as evaluative benchmarks and the lens of 'what','where','when' and 'how' we learn and teach. The assessment is compiled by four Working Groups: (1) Human Flourishing, Education and Learning; (2) Education, Learning and Context; (3) Learning Experience; and (4) Data and Evidence.

Take-Home Messages

Policy recommendations.

The ISEE Assessment is a first of its kind for the education sector, attempting to identify a way forward for education and learning according to an evidence based multidisciplinary assessment of the state of education across the globe.

It contributes to UNESCO's Futures of Education by:

Bringing together the latest research to understand the what, where, how, and when of learning, what educational interventions and reforms work (or otherwise), and identifying knowledge gaps and future research avenues.

Bringing together experts from a range of disciplines, including educationalists, psychologists, neuroscientists, cognitive scientists, economists, historians, and philosophers.

Suggesting relevant policy recommendations and strengthening the science-policy nexus.

Summary for Decision Makers (SDM): Key questions and findings

Has education evolved over the past 50 years for the betterment of society?

How has context shaped educational policies and practices over the past 50 years?

How has context, together with education policies and practices, influenced "what we learn","how we learn","when we learn", and "where we learn"?

How can education be reimagined to maximize human flourishing?

Which gaps should be addressed in future research?

1.1 / Despite advancements in some segments across the world, education policies have unintentionally exacerbated inequality, establishing new forms of elitism and a mindset focused on individualism.

1.2 / The present focus on human capital (literacy and numeracy skills) is not optimal for human flourishing. Education policy and practice focusing on academic performance rather than balancing it with social and emotional competencies, has led to a decline in human and societal flourishing.

1.3 / Meritocracy has backfired, creating a new form of educational, social, and economic exclusion in the guise of credentialism and exacerbating inequitable flourishing outcomes.

1.4 / The present learner assessments focusing on standardized, time-bound, 'one-size-fits-all' summative learner examinations are not optimal for learning and flourishing.

1.5 / Educational expenditure requires closer scrutiny of the 'what', 'how', 'when', 'where' and 'for whom' these investments are made to maximize returns on education for human flourishing and ensure equitable outcomes for all.

1.6 / Inclusive education policies have been established but have not resulted in equal opportunities for marginalized groups based on gender, ethnicity/ race, sexual orientation, disability and neurodiversity.

2.1 / The private sector through quasi-markets, shadow education and a global education industry is increasingly influencing education with an emphasis on economic efficiency at the cost of learning and flourishing.

2.2 / Dominant-group political, economic, social and cultural factors have played a key role in excluding marginalized minorities in education and learning.

2.3 / Local social and cultural factors have played an instrumental role in producing imbalances in gender parity in education even if international political commitments to gender parity have strengthened over the past 30 years.

2.4 / Education has become a major victim of violent conflicts because it represents the state’s economic, social, and political visions. However, incorporating new insights about the impact of stress and trauma on the developing and learning child can make education a peacebuilder by building social and emotional competencies, executive function and agency among learners.

2.5 / Education Technology (EdTech) or Digital Pedagogy can help all students, in particular students with special needs to concentrate on tasks and provide opportunities in simulations, basic drills/practice, and communication, while also increasing higher-order thinking and aiding pedagogical practices.

2.6 / The UN Sustainable Development Goal 4, Target 7 remains at the periphery of most education systems even as Climate Change and other major environmental problems have spurred an increase in the adoption of education for sustainable development (ESD), global citizenship education (GCED), and environmental education. These subjects are yet treated as ‘minor’ subjects in school curricula, with little or no social and emotional dimensions, leading to limited efficacy of these interventions.

3.1 / Many national curricula emphasize knowledge acquisition and not social and emotional learning. The former is focused on literacy and numeracy using standardized curricula as opposed to focusing on localized curricula addressing existential questions faced in students’ day-to-day life.

3.2 / Increased understanding and respect for diversity is slowly gaining momentum in curricula and school systems but can be further strengthened by mainstreaming it across curricula, pedagogy, learner assessments and teacher training.

3.3 / EdTech is pervasive across all education settings and shows much promise in providing the possibility of personalized learning if it is designed and implemented in an ethical, inclusive and equitable manner. This promise takes on special importance for individuals with specific disabilities or challenges that impact their learning in traditional school settings, to communities that are geographically remote, and to populations in economic need.

3.4 / Where we learn influences what and how we learn, in some cases beyond the intended curriculum, learner assessment or aims of education. Flexible and/or open classrooms which enable group learning and agency improve student cooperation, cognitive learning, student engagement and well-being.

4.1 / Education as a social relational activity offers a pathway to develop human flourishing. An education for human flourishing must be malleable and adaptable to accommodate the needs of the individual while recognizing societal and ecological conditions.

4.2 / Context heavily influences (and is influenced by) education and learning and can either derail or nurture education for human flourishing. Therefore, political, social, cultural, institutional and technological factors need to be understood when designing an education to minimize unintended negative outcomes and achieve the goal of human flourishing.

4.3 / Cognitive, social-emotional and metacognitive functions need to be mainstreamed in curricula and pedagogy and should be grounded in complex local and global issues related to politics, economics, cultural diversity and environmental sustainability. Fostering a symbiotic relationship between cognition, metacognition and social-emotional learning in education systems is key to activating and achieving the seven pillars of learning- learning to know, learning to think, learning to do, learning to be, learning to become, learning to live together and learning to live with nature.

4.4 / A broader cultural perspective that allows learning experiences from learners across different parts of the world should be adopted to inform education and learning while social influences reinforcing gender, racial, religious and other stereotypes need to be minimized.

4.5 / A formative and dynamic learner assessment encouraging continuous feedback to acknowledge and increase learner potentiality should be designed and implemented.

4.6 / Design and implement inclusive education policies by investing in early identification (or screening) of at-risk learners, teacher training, and EdTech.

4.7 / Design and implement EdTech tools and processes informed by ethical use of Artificial Intelligence (AI) that acknowledges and caters to individual differences, provides personalized learning experiences, and minimizes negative impacts of datafication and digitalization leading to more equitable and inclusive education for all.

4.8 / Inculcate the key competencies of information literacy to address information overload and misinformation.

4.9 / Invest in teacher training for an education for flourishing. Investments and reforms in teacher education can optimally guide learning for all students. In addition, they can increase teacher flourishing, which is important for learner flourishing.

4.10 / Education for flourishing needs to be informed by insights from the learning sciences on optimal conditions for learning, effective learning strategies, and the negative effects of trauma, poverty, and stress.

4.11 / Social influences reinforcing gender stereotypes need to be minimized to promote gender equality.

4.12 / Different ages come with different opportunities and school curricula should be aligned accordingly. Both childhood and adolescence are heightened periods of brain plasticity, enabling efficient learning. Adolescence is a window of opportunity for learning, engagement, and shaping prosocial behavior, and continued investment must be made throughout all stages of learning.

4.13 / Develop dynamic and adaptable learning spaces to allow experiential, outdoor, community and place-based learning conducive to learners’ flourishing and promote equity and inclusiveness.

5.1 / Data, evidence and statistical significance are key variables to be considered in educational policy-making. Effect sizes, internal validity and uncertainty in findings are key concepts to be included in any policy design.

5.2 / Research must include diversity when analysing student learning as drawing conclusions from homogenous groups can be misleading and lead to suboptimal learning outcomes.

5.3 / EdTech research must focus on ethics, quality, inclusivity and equity and should include learners from varying social-economic-cultural backgrounds in research studies.

5.4 / Transdisciplinary and practice-research collaboration must be a necessary condition for education-related research to produce transdisciplinary outcomes.

1 / Education & Human Flourishing

Working Group 1 assesses the definitions of flourishing and education from multidisciplinary perspectives including philosophy and the neurosciences, proposing education implementation and practice for flourishing be built on relationships with others, oneself and with subject matter/knowledge.

1.1 / Introduction to ISEE Assessment Working Group 1 - education in and for flourishing PDF EPUB MOBI

1.2 / Education for flourishing and flourishing in education PDF EPUB MOBI

1.3 / The science of flourishing in child and adolescent development: description, explanation and implications for prevention and promotion PDF EPUB MOBI

1.4 / A curricular framework for flourishing in education PDF EPUB MOBI

1.5 / Human flourishing in schools PDF EPUB MOBI

2 / Education & Context

Working Group 2 explores the complex manner in which context (ecological, political, cultural, social and economic) shapes, and is shaped by, diverse understandings of what it means to lead a fulfilling life, and the role of education in achieving this.

2.1 / Beyond Education – Context, End Goals and Limits PDF EPUB MOBI

2.2 / Global change and the contextual dynamics shaping education: A view from the sustainability-education nexus PDF EPUB MOBI

2.3 / Political economy of education - implications for efficiency, equity and social justice PDF EPUB MOBI

2.4 / Diversity and Social Justice in Education PDF EPUB MOBI

2.5 / From perpetrator to peacebuilder: Rethinking education in conflict-affected societies PDF EPUB MOBI

2.6 / Education Technology PDF EPUB MOBI

2.7 / Contexts of educational neuroscience PDF EPUB MOBI

2.8 / Curriculum and Pedagogy in a Changing World PDF EPUB MOBI

2.9 / Assessment in Context PDF EPUB MOBI

2.10 / The teaching profession in context: issues for policy and practice around the world PDF EPUB MOBI

3 / Education & the Learning Experience

Working Group 3 assesses how education and skills acquisition for all learners at different stages of their life is affected by their learning experiences in and out of the classroom space, as found due to the uniqueness of each learner.

3.1 / Towards an integrative view of the learning experience in the context of human flourishing PDF EPUB MOBI

3.2 / Brain development and maturation in the context of learning PDF EPUB MOBI

3.3 / Individual differences and influences on learning PDF EPUB MOBI

3.4 / The social and emotional foundations of learning PDF EPUB MOBI

3.5 / Foundations of academic knowledge PDF EPUB MOBI

3.6 / Identifying and supporting children with learning disabilities PDF EPUB MOBI

3.7 / Learning spaces: built, natural and digital considerations for learning and learners PDF EPUB MOBI

4 / Education - Data and Evidence

Working Group 4 assesses traditional levels of evidence in Evidence Based Education (EBE), proposes for levels of contextual fitting, providing implications for conducting future applied research for policy making given levels of certainty in how well educational interventions work and the extent to which such interventions have been studied.

4.1 / The EBE3 framework: extending evidence based education from causal ascriptions and effectiveness generalizations to relative effectiveness generalizations and local effectiveness predictions PDF EPUB MOBI

4.2 / How well does this intervention work? Statistical significance, uncertainty and some concepts to interpret the findings of evaluations of educational interventions PDF EPUB MOBI

4.3 / The extent to which education interventions have been studied and the range of effects typically observed PDF EPUB MOBI

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Home / Learning / Exploring The Four Pillars Of Learning – A Comprehensive Guide

Exploring The Four Pillars Of Learning – A Comprehensive Guide

The four pillars of learning, a concept originating from UNESCO, encompasses Learning to Know, Learning to Do, Learning to Live Together, and Learning to Be. Each pillar plays a crucial role in holistic education and personal development. In this post, we delve into these pillars, offering insights and practical strategies to integrate them into everyday learning. We focus on innovative methods to enhance cognitive skills, promote hands-on experiences, foster social and cultural understanding, and encourage self-reflection and personal growth.

Welcome to our insightful exploration of the Four Pillars of Learning , a transformative concept reshaping both educational theory and personal development.

These pillars – Learning to Know, Learning to Do, Learning to Live Together, and Learning to Be – are theoretical constructs and vital tools that empower us throughout our lifelong educational journey .

In this blog, we delve into how these pillars interconnect, forming a robust framework that supports and enhances learning at every stage of life. We’ll uncover their profound impact on our approach to education , personal growth, and engaging with the world around us.

Whether you’re an educator, student, or lifelong learner, these pillars offer invaluable insights.

Prepare to uncover the nuances of each pillar, explore their real-world applications, and understand why they are pivotal in shaping well-rounded, adaptable individuals.

By the end of this journey, you’ll grasp the essence of these four pillars and learn how to integrate them into your daily life for enriched learning and personal evolution. Join us as we unlock the potential of the Four Pillars of Learning.

Historical Context Of The Four Pillars Of Learning

The Four Pillars of Learning were developed as part of the 1996 report by UNESCO’s International Commission on Education for the 21st century, chaired by Jacques Delors.

The report, titled “Learning: The Treasure Within,” proposed these pillars as a foundational framework for rethinking education in the face of the challenges of the 21st century.

Critical educational theorists and institutions have played a significant role in shaping and endorsing these concepts. The pillars were influenced by various educational philosophies and theories, including the work of John Dewey, who emphasized experiential learning, and Paulo Freire, known for his advocacy of critical pedagogy.

As a leading global institution in education, UNESCO provided the platform and global reach for these ideas.

Over time, the Four Pillars of Learning have evolved to address the changing needs of society and the educational landscape.

They have been incorporated into various educational reforms and policies worldwide, reflecting a shift towards a more holistic, inclusive, and flexible approach to education. 

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The Significance Of Holistic Education

Holistic education is an approach that seeks to educate the whole person, encompassing not just academic skills but also emotional, social, ethical, and physical development .

This concept emphasizes the interconnectedness of different aspects of learning and personal growth, aiming to create well-rounded individuals who are not only knowledgeable but also emotionally and socially competent.

The Four Pillars of Learning are critical in promoting this well-rounded educational experience . Each pillar addresses a different aspect of holistic education

• Learning to Know focuses on intellectual development and critical thinking.
• Learning to Do emphasizes practical skills and the application of knowledge.
• Learning to Live Together fosters social skills, empathy, and cultural understanding.
• Learning to Be encourages personal growth, self-awareness, and ethical reasoning.

In comparison to traditional education models , which often prioritize academic achievement and rote learning, a holistic approach offers several benefits

• Balanced Development: Holistic education nurtures intellectual, emotional, social, and physical development, leading to a more balanced and adaptable individual.
• Life Skills: It equips students with life skills, such as critical thinking, problem-solving, teamwork, and emotional intelligence, which are essential in today’s complex world.
• Emotional Well-being: Holistic education supports better mental health and resilience by focusing on emotional and personal development.
• Social Cohesion: It promotes understanding and respect for diversity, fostering a sense of global citizenship and community engagement.
• Lifelong Learning: Holistic education instills a love for learning that extends beyond formal education, encouraging continuous personal and professional development.

Exploring The Four Pillars Of Learning

Embark on a journey through the Four Pillars of Learning: Learning to Know, to Do, to Live Together, and to Be. This exploration offers a deep dive into their significance in shaping our educational experiences and personal growth. 

Discover how these pillars guide lifelong learning and foster comprehensive development in today’s fast-evolving world.

1. Learning To Know

The First Pillar, ‘Learning to Know,’ is a cornerstone in our lifelong education journey. It emphasizes acquiring a broad base of knowledge and developing intellectual skills .

This pillar is not just about amassing information; it’s about understanding how to process, analyze, and use that information effectively. 

One must engage in critical thinking and adopt diverse learning strategies to enhance this type of learning. This could include interactive learning, research-based methods, and harnessing the power of technology for educational purposes .

Encouraging curiosity and fostering a love for learning are also crucial. Real-life examples abound. 

Consider successful entrepreneurs continually adapting to changing business landscapes through research and learning. Or scientists whose discoveries stem from a deep understanding of their fields.

These success stories underscore the value of ‘Learning to Know’ as a fundamental step towards achieving personal and professional excellence.

2. Learning To Do

The Second Pillar, ‘Learning to Do,’ shifts our focus from theoretical knowledge to the acquisition and application of practical skills . This pillar champions the idea that real understanding comes from doing, where knowledge is transformed into action.

It’s about bridging the gap between what we know and how we apply it in real-world scenarios.

Experiential learning, internships, and hands-on projects are at the core of this pillar. They provide invaluable opportunities for learners to apply theoretical knowledge in practical settings , thereby gaining skills and confidence.

This hands-on approach reinforces learning and fosters innovation and problem-solving abilities.

There are numerous case studies where ‘Learning to Do’ has proven its effectiveness. For instance, tech companies often attribute their success to a culture encouraging experimentation and practical application of ideas.

Medical professionals, too, gain their expertise through years of practical training and internships, demonstrating the critical role of applied learning in skill development and professional growth .

3. Learning To Live Together

The Third Pillar, ‘Learning to Live Together,’ is integral to developing harmonious community living and social cohesion. It centers on cultivating social skills and understanding the importance of collaborative and respectful coexistence .

This pillar encourages individuals to see beyond their experiences, fostering a world of paramount empathy, teamwork, and cultural understanding.

Embracing diversity and practicing empathy are vital components. Individuals can build stronger, more inclusive communities by understanding and appreciating different cultural perspectives and values.

Teamwork, another critical aspect, involves learning to work collaboratively, respecting different viewpoints, and sharing responsibilities.

To foster these skills, it’s essential to engage in diverse environments. This can be achieved through community projects, multicultural events, or educational programs that promote cultural exchange.

Encouraging open dialogue and active listening also play a vital role in enhancing empathy and understanding among individuals from various backgrounds. By prioritizing these practices, ‘ Learning to Live Together ‘ becomes a concept and a lived reality that enriches our social fabric.

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4. Learning To Be

The Fourth Pillar, ‘Learning to Be,’ is fundamental in the holistic development of an individual. It emphasizes personal growth, self-awareness, and ethical understanding.

This pillar encourages us to explore and embrace our identities, values, and beliefs. It’s about nurturing our inner selves, developing a strong sense of ethics, and realizing our full potential.

Personal growth and self-reflection are crucial strategies under this pillar. Practices like mindfulness, journaling, and engaging in creative pursuits allow individuals to connect deeply with themselves, fostering self-awareness and emotional intelligence .

Exploring ethical dilemmas and engaging in philosophical discussions can also enhance moral reasoning and empathy.

‘Learning to Be’ significantly contributes to overall well-being and life satisfaction. It promotes mental health, self-acceptance, and resilience, enabling individuals to navigate life’s challenges with a grounded sense of self.

By focusing on personal development, ‘Learning to Be’ helps individuals lead more fulfilled, purposeful lives, positively impacting both their personal and professional spheres.

Integrating The Four Pillars Into Daily Life

Integrating the Four Pillars of Learning into daily life involves a balanced approach that embraces all learning and personal development aspects. Here are some tips for weaving these pillars into everyday activities:

Balancing Knowledge and Practical Skills (Learning to Know and Do):

Combine your pursuit of knowledge with practical application. For example, if you’re learning a new language, practice speaking with native speakers. Or, apply a business concept you’ve read about in a real-world project.

Fostering Social Skills and Self-Exploration (Learning to Live Together and Be):

Engage in activities that require teamwork and collaboration, enhancing your social skills. Simultaneously, set aside time for self-reflection and hobbies that promote self-awareness and personal growth.

Lifelong Learning Journey:

Recognize that learning is a continuous process. Stay curious and open to new experiences, whether attending workshops, reading, or exploring new cultures and ideas.

Self-Assessment and Development:

Periodically assess how you cultivate each pillar in your life. Set goals for areas you wish to develop further, whether it’s enhancing your professional skills (Learning to Do), improving your understanding of different cultures (Learning to Live Together), or dedicating time to personal well-being (Learning to Be).

RELATED: Inside The Mind Of Montessori: Revealing 5 Montessori Key Principles

Final Thoughts

The Four Pillars of Learning – Learning to Know, Learning to Do, Learning to Live Together, and Learning to Be – collectively provide a comprehensive personal and professional development framework.

‘Learning to Know’ deepens our understanding and critical thinking skills . ‘Learning to Do’ translates knowledge into practical skills , enhancing our ability to navigate and innovate in various contexts.

‘Learning to Live Together’ fosters empathy, teamwork, and cultural appreciation, which are vital for thriving in our interconnected world. Finally, ‘Learning to Be’ emphasizes personal growth and self-awareness, contributing to our well-being and ethical maturity. 

Frequently Asked Questions

What are the four pillars of learning.

The Four Pillars of Learning are a set of principles proposed by UNESCO for lifelong learning: Learning to Know, Learning to Do, Learning to Live Together, and Learning to Be. They emphasize acquiring knowledge, applying skills, social understanding, and personal development.

How Can ‘Learning To Know’ Be Applied In Real Life?

‘Learning to Know’ involves developing critical thinking and a broad knowledge base. It can be applied in real life by continuously learning, staying curious, and using critical thinking skills to solve problems and make informed decisions.

What Is The Importance Of The ‘Learning To Do’ Pillar?

‘Learning to Do’ focuses on acquiring practical skills and applying knowledge in real-world scenarios. It’s important for personal and professional development, as it enables individuals to implement ideas and adapt to various situations effectively.

Can ‘Learning To Live Together’ Help In Workplace Environments?

Absolutely. ‘Learning to Live Together’ is crucial in the workplace for fostering teamwork, understanding, and respect among diverse individuals. It promotes a collaborative and inclusive work environment, enhancing productivity and employee satisfaction.

How Does ‘Learning To Be’ Contribute To Overall Well-Being?

‘Learning to Be’ contributes to overall well-being by focusing on personal growth, self-awareness, and ethics. It involves developing a deeper understanding of oneself, which leads to improved mental health, resilience, and a more fulfilling life.

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Four Pillars of Education

It is well documented that education is a human right and a necessity in modern societies, especially in emergencies and post-conflict relief situations. It is also known that transformation can happen through authentic, learner-centered, and quality education, hence making education an important tool for change.  A major report by UNESCO (Delores, et al.1996) articulates well the role education plays in human development and identifies four critical components or pillars of learning for future generations that are worth sharing and exploring in this blog series. The four components are: learning to know, learning to do, learning to live together, and learning to be. This blog post reviews them and provides further thinking on examples in religious education contexts.

As an educator myself and someone who has accumulated experiences and learned lessons from working in conflict areas, I have witnessed the importance of all these pillars of learning to achieve and enable individuals as well as groups to change their lives. Transformation must involve creativity in pedagogy and curriculum along with addressing learners’ rights, starting with providing safe spaces for teachers and students to develop, make mistakes, and gain confidence. Unfortunately, the four pillars, representing a more comprehensive approach to transformation, are not always adopted, and acknowledged in schools and in higher education. This approach challenges change efforts because when only learning to know and do are prevalent, education does not fulfill its role of improving society, especially in countries with limited resources. As Schliecher (2019) suggests, the future of education is in combining knowledge and technological skills together with socio-emotional skills and values for humans to grow and develop. This is of great importance today especially since government emphasis on academic scores and rankings is losing the battle on socio-emotional learning and the values needed to improve youth and their lives (Kearns, 2010).

The learning to know component is very much focused on the transfer of knowledge and information; the educator is at the center of the learning process and holds all the power over information and its delivery, with the learners being passive recipients. This is the most common form of education where teachers provide new information to students which they are supposed to assimilate or accommodate into their existing collection of information, what Piaget calls schemas (Mooney, 2013). This knowledge ranges from basic reading, writing, mathematics, science, and memorization of the holy Quran and prophetic traditions in the case of religious education. In today’s realities of globalization and interrelatedness, learning to know is not sufficient by itself to prepare the next generations of leaders and citizens of the world as the information is available and accessible to anybody who would like to know more. Having the skills to identify, analyze, synthesize, and create knowledge is needed today more than the basic skill of learning to know.  

The learning to do pillar is more about competencies and behaviors but also about technical skills and the abilities related to the physical environment and how we interact with it. For young children, it’s the ability to tie shoes, open a book, ride a bike, and put a puzzle together. It is also about having digital intelligence and learning to navigate the social media platforms and online world safely ( https://powerof0.org/lifeskills/ ) or getting from one point to another using public transportation, a bike, or a map. In Islamic religious education, it entails learning how to pray, clean oneself, and finding the qibla  (the direction towards the Kaaba when praying). The first two pillars work together to seek knowledge, navigate, and do. Although in the learning to do component there is a call for independence and mastery of life skills, online platforms today are flooded with trouble-shooting instructions on doing everything one can think of, like the information overload for learning to know.

Learning to live together requires a collective approach where government officials, policy makers, non-governmental organizations, and religious leaders spread the message about living with the other, starting with differences in the immediate local community. Recently, there is more emphasis on the learning to live together pillar of education through curriculum materials and global players who have been collaborating to promote the approach. One international example is the work of the Ethics Education for Children curriculum that has been translated into many languages and is in partnership with UNICEF and UNESCO as well as other international organizations ( https://ethicseducationforchildren.org/en/what-we-do/learning-to-live-together ). In religious education, there are also available resources by Muslim scholars to support the learning to live together. For instance, the works of El-Moslimany (2018) and Qurtuby (2013) speak about the inclusion of the whole world and all humans when thinking about the “Oneness of God” ( Tawheed ). 

The fourth pillar, learning to be , goes beyond all three and includes the spiritual learning where one needs to feel safe to explore their state of mind in relation to self and others. The learning to be requires all three previous pillars to work together including the cognitive, social, and emotional skills along with values of individuals and groups to seek higher virtues to live by (Nasser, et. Al. 2019). These may be inspired by human as well as revealed knowledge of the holy Quran, the Sunna , and religious teaching. In addition, this pillar cannot be forced but needs to become a natural step evolving from and along the other pillars.

The first two pillars of education are more prevalent than the last two because educators have easier access to resources and ways to achieve learning objectives and there is more familiarity with them. The resources on knowledge and ways to teach skills are also available to teachers who are in the formal system and in non-formal settings of education. The learning to live together and the learning to be components are at an advanced level of learning (see below Bloom’s taxonomy and its hierarchical learning model described in Armstrong, 2010). They require further engagement of educators and students alike in terms of analysis, evaluation, and creating new knowledge (Armstrong, 2010). As mentioned, they entail a wider involvement of the immediate communities and stakeholders to model and reinforce the types of behaviors, values, and principles that strengthen the ability to live together, to be which also requires personal development, and to aspire towards higher states of consciousness (Nasser, et.al. 2021). Both pillars, in fact, aim at promoting a healthy and inclusive human development, especially elevating the spiritual and psychosocial aspects of learning. As such, in education settings, whether formal or informal, there is a need for a more intentional approach and emphasis on these two pillars.

To expand on the learning to be pillar and explore it further, situating it within the empirical and field-based scholarship, this blog series focuses on learners in PK-12 and higher education, especially in Muslim communities, to discuss the aspects of growth relevant in promoting learning to be. It shares recent studies examining youth wellbeing, sense of belonging, ethics, curriculum, needs of students in schools and universities, as well as how teachers respond to the pedagogical requisites of students. Our Mapping the Terrain empirical study on Muslim youth, educators, and parents in Muslim societies highlighted the critical need to explore the learning to be as a critical state of learning and its manifestations in self-development, values, and competencies among participants in 15 Muslim countries. We hope to extend the conversation and explore other models of educational transformation with this blog series. Enjoy!

Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. Retrieved April 28, 2022, from  https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/ .

Delors, J., Al Mufti, I., Amagi, I., Carneiro, R., Chung, F., Geremek, B., Gorham,W., Kornhauser, A., Manley, M., Padrón Quero, M., Savane, M. A., Singh, K., Stavenhagen, R., Suhr, M. W., & Nanzhao, Z. (1996).  Learning: The treasure within.  UNESCO.

El-Moslimany, A. (2018).  Teaching children: A moral, spiritual, and holistic approach to educational development.  International Institute of Islamic Thought.

Kearns, L. (2010). High stakes standardized testing and marginalized youth: An examination of the impact on those who fail.  Canadian Journal of Education, 34 (2), 112–130.

Mooney, C. G. (2013).  Theories of childhood: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky  (Rev. ed.). Redleaf Press Publisher.

Nasser, I., Cheema, J., & Saroughi, M. (2019).  Advancing education in Muslim societies: Mapping the terrain report 2018 – 2019.  International Institute of Islamic Thought. http://doi.org/10.47816/mtt.2018.2019

Nasser, I. Saroughi, M. Shelby, L. (2021).  Advancing education in Muslim societies: Mapping the terrain report 2019 – 2020.  International Institute of Islamic Thought. http://doi.org/10.47816/mtt.2019-2020-march2021

Schleicher, A. (2019).  Helping our youngest to learn and grow: Policies for early learning. International Summit on the Teaching Profession. OECD Publishing. https://doi.org/10.1787/9789264313873-en

Qurtuby, S. A. (2013). The Islamic roots of liberation, justice and peace: An anthropocentric analysis of the concept of “Tawhīd.”  Islamic Studies, 52,  297–325.

About the author

Ilham Nasser , Ph.D., is the Director of the Human Development program in the Advancing Education in Muslim Societies (AEMS) initiative at the International Institute of Islamic Thought (IIIT). She can be reached at [email protected] .

Four Pillars of Education | Delor’s Commission

Four pillars of Education or Delor’Commission or International Commission on Education for the twenty-first century headed by Jacques Delors. The Delor’s commission report was submitted in 1996 ( Learning: The Treasure within ). It proposed an integrated vision of education based on two key concepts, learning throughout life and the four pillars of learning are to know, to do, to be and to live together.

The Four Pillars of Education

The commission advocates four types of learning which are important in a person’s life and these four types are popularly called the four pillars of education .

Learning to Know

• As a means, it helps an individual to understand his/her environment. So that he/she can live with dignity, and develop occupational skills and communication.
• As an end, it strives to foster understanding knowing and discovering the abilities of an individual.
• Learners should exposed to both general education as well as special education.
• According to the commission, learning to know pre-suppose learning to learn, calling upon the power of concentration, memory and thought
• Hence, the commission emphasises that acquiring knowledge is a never-ending process and can be enriched by all forms of experiences.

Learning to Do

• To obtain not only occupational skills but also the proficiency to deal with many situations.
• Skill development
• Practical knowledge
• Development of- Life skills and competence, personal qualities and Appitudes and Attitudes
• The condition of work experience and social service will have to be imperatively made along with formal education.
• Dematerialization of advanced economics has resulted in a quantitative and qualitative expansion in both market-oriented and non-market-oriented.

Learning to Live Together

• Human beings are the mute spectators of the conflicts, destruction and mass killing. Hence, the education should be diverse which can make possible to avoid conflicts, live peacefully and developed respect for each other.
• Every country must have a common objective to reduce prejudice and hostility and to pave the way to cooperation and friendship.
• The commission suggested that formal education must provide enough time and opportunities in its programmes to introduce the young, from childhood to cooperative undertaking through participation in sports, cultural activities and social activities.

Learning to Be

• This type of learning envisages all-round development of the human body, mind and spirit.
• All human beings should develop independent and critical thinking and form their own judgement.
• Education should help an individual to solve his problems, make his own decisions and shoulder his responsibilities.
• Education should strive to give people the freedom of thought, judgement, feelings and imagination that they need in order to develop their talents and remain as much as possible in control of their lives

Conclusion: we can conclude from the above point, Education must try to foster a fully developed and balanced personality in human beings.

Education Links

Learning: the treasure within

Report to unesco of the international commission on education for the twenty-first century.

In November 1991, the General Conference invited the Director-General "to convene an international commission to reflect on education and learning for the 21st century." Federico Mayor requested Jacques Delors to chair the Commission, with a group of 14 other eminent figures from all over the world and from a variety of cultural and professional backgrounds. Learning: The Treasure Within , commonly referred to as the "Delors Report," proposes a holistic and integrated vision of education based on the paradigms of lifelong learning and the four pillars of learning to be, to know, to do, and to live together.

This document was originally published in 1996.

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Related resources, managing teachers, enhancing community accountability, empowerment and education outcomes in low and middle-income countries, learner-centred education in developing country contexts.

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The Four Pillars of Learning According to Jacques Delors

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Learning to Live Together: Building Skills, Values and Attitudes for the 21st Century

A study published by UNESCO International Bureau of Education, this book is geared toward national policy-makers, curriculum specialists, and educators alike. It synthesizes many goals, such as education for peace, human rights, citizenship and health-preserving behaviours, for the ultimate aim of "learning to live together". Examining numerous cases of post-conflict and transition settings, the study proposes ways to help students become politely assertive rather than violent, to understand conflict and its prevention, to respect human rights, to become mediators and to become active and responsible members of society.

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Souham's Blog

A. i. unesco’s five pillars of education.

UNESCO’S FIVE PILLARS OF EDUCATION

How could we  create educational environments that  are able to provide learning opportunities that are authentic, relevant, integrative and more relevant for the 21st Century?

UNESCO’S Education for Sustainable Development Initiative (2012) presented a conceptual framework for ongoing, lifelong learning . This model organizes learning into the following  five pillars :

• Learning to Know – the development of skills and knowledge needed to function in this world e.g. formal acquisition of literacy, numeracy, critical thinking and general knowledge.
• Learning to DO – the acquisition of applied skills linked to professional success.
• Learning to Live Together – the development of social skills and values such as respect and concern for others, and the appreciation of cultural diversity.
• Learning to BE – the learning that contributes to a person’s mind, body, and spirit. Skills include creativity and personal discovery, acquired through reading, the Internet, and activities such as sports and arts.
• Learning to Transform Oneself and Society – when individuals and groups gain knowledge, develop skills, and acquire new values as a result of learning, they are equipped with tools and mindsets for creating lasting change in organizations, communities, and societies.

OISE, University of Toronto

These five pillars are linked together by a social constructivist  approach to individual learning and a social constructionist approach to the development of learning communities that significantly influences how students learn and how faculty  and staff support their learning . According to a social constructivist approach , learning is an active social process – an individual’s acquisition of new knowledge and skills is heavily influenced and supported by the social environment in  which the learning occurs. Students make meaning from their experiences by being actively engaged with others and the environment in which they are situated rather than passively receiving information from their professors or texts.

A social constructivist orientation includes the following key elements

Self-Responsibility

Complex Problems

Collaborative Inquiry

Open Ended Learning Activities

Discussion and Reflection

People Learn in a Diversity of Ways

The ways in which my study program in OISE is designed, the courses are developed and taught, and students are supported inspired the below teaching philosophy:

• Demonstrate passion for learning
• Value students
• Focus on applied research-informed learning
• Share expertise
• Know how to use learning technologies
• View teaching and learning as critically reflective practices
• Create learning conditions that are respectful, welcoming and inclusive
• Support lifelong transformative education
• Facilitate authentic, challenging, collaborative and engaging learning experiences
• Model and encourage academic integrity
• Actively participate in the learning community

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I am an art teacher researcher and the fifth pillar of learning is the main focus of my present projects. YES! for Students’voice and social engagement!

Thank you for this

Education only can solve global problems. Hence focusing on five pillars of education is the global priority…Holistic education .can draw quality global citizens who are humane,compassionate ,loving and caring. May we all look forward for Vasudhaivakjdjmbakam ,. the whole world as one family. in spite of the global pandemkc. Stay safe. There is a silver lining for every dark cloud. Let us wait for it.

Thanks a lot. It was great.

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• Research and publications

The Initiative 2019-2021

“Reimagining Our Futures Together: A new social contract for education”, released in November 2021, was the culmination of two years of worldwide consultation and reflection by the International Commission on the Futures of Education. It is not a blueprint for action, rather an invitation to think and act to renew the social contract for education. The Commission’s report proposes that we can best renew education by building a new social contract for education that can repair past injustices while transforming the future. This entails revisiting our implicit agreements on how to cooperate in organizing learning and knowledge for shared benefit across society.  The Report is a call to action to enhance global solidarity and open new frontiers for innovation, looking towards the horizon of 2050 and beyond, shaping our multiple potential futures. 

Key figures

sparking dialogue worldwide

6300+ people in 400+ focus groups, 800,000+ in events; 155,000+ online survey responses

at international, regional and national levels

and over 200 reports analysed

“Our hope is that the proposals this report presents – as well as the public dialogue and collective action it calls for - will serve as a catalyst to shape futures for humanity and the planet, that are peaceful, just and sustainable.” 

Key recommendations from the International Commission on the Futures of Education report

Firstly, the Report re-affirms core values, the foundational principles embedded in our education systems, notably: 

• Reaffirming the right to education throughout life and linking the right to education to the right to information, to science, to participation and to connectivity. 
• Reaffirming education as a public endeavor and a public good . 

Secondly, it addresses need to examine how learning is organized – the design of our education systems, how we organize schools, universities and all the places and times that educational opportunities are present. 

Thirdly, a new social contract for education also means examining action and actors: the ways we build, maintain, and improve education, as well as who is involved in this collective effort. This entails a range of governmental and non-state partners working together to meet unfulfilled commitments of the past, strengthening ties with universities and research institutions to innovate, and restructuring relationships of regional and international development organizations in a new model of international cooperation and solidarity. 

Finally, the report issues an invitation to continue multiple conversations , collaborations and partnerships, which will matter most to the future, not the report itself. It is, therefore, just the beginning of a global dialogue on the new social contract for education. 

Impact - renewed dialogue

Follow-up - research and innovation.

Working Paper series, launched in 2012, to encourage the exchange of ideas about education and development in a world of uncertainty, complexity and contradiction.

Short reflections on emerging issues in education, intended to stimulate reflection and dialogue.

Global dialogues with UNESCO's network of nearly 1000 educators and researchers across its interdisciplinary mandate.

Frequently Asked Questions (FAQ)

In 2019 the Director–General of UNESCO convened an independent International Commission to work under the leadership of the President of the Federal Democratic Republic of Ethiopia, Her Excellency President Sahle-Work Zewde, and develop a global report on the Futures of Education. The 18 members of the Commission were thought-leaders from the worlds of politics, academia, the arts, science, business, and education. The commission was charged with carefully considering inputs received through the different consultation processes and ensuring that this collective intelligence was reflected in the global report and other knowledge products connected with the initiative.

The mandate of the International Commission on the Futures of Education was to collectively reflect on how education might need to be re-thought in a world of increasing complexity, uncertainty, and precarity. The Commission was invited to challenge and re-evaluate the foundational principles laid out in previous UNESCO global reports about education. Looking towards the year 2050 and beyond, the report suggested visions and strategies for both education policy and education practice to adopt, taking into consideration of the longstanding UNESCO commitment to a pluralistic, integrated and humanistic approach to education and knowledge as public goods. Overall, the Commission focused on rethinking the role of education, learning and knowledge in light of the tremendous challenges and opportunities of predicted, possible, and preferred futures.

UNESCO’s Futures of Education Initiative used the concept of futures in the plural in order to recognize that there is a rich diversity of ways of knowing and being around the world. The plural form also acknowledges that there are multiple dimensions to the future and that there will likely be various desirable and undesirable futures – all of which will vary greatly depending on who you are and where you stand. Rather than attempting to chart a single future, looking at  futures  in the plural validates multiple possible and desirable futures of humanity on our shared planet.

UNESCO’s Futures of Education initiative also approached the future as a space for democratic design that is connected to, but not limited by, past and present. It approach was to build on dedicated evidence-based trend analysis that can help shine light on anticipated challenges and opportunities. This is complemented by participatory mechanisms for envisioning new possible futures of education. Consultations across world regions tapped into the visions and aspirations of a wide range of stakeholders under the understanding that innovation and ownership of the future need to be locally anchored, as well as globally discussed.

The Initiative embraced a fluid, iterative, and collective approach to futures-making to generate discussion and action on the role of education, knowledge and learning in view of the predicted, possible and preferred futures of humanity and the planet.

UNESCO’s Futures of Education Initiative looked towards the horizon of 2050 and beyond in order to anticipate and shape both nearer and more distant futures. One of the key messages of the International Commission on the Futures of Education's report is that "no trend is destiny". By taking a longer time frame in which to reimagine our futures, we open space for more innovative thinking and reason for hope.

Whilst education is a key element of the  2030 Agenda for Sustainable Development , with its own dedicated Sustainable Development Goal (SDG4), there is still an urgent need to look beyond this fast-approaching horizon. While the  Education 2030 Incheon Declaration and Framework for Action  lays out a roadmap for the transformation of education systems and affirms a central commitment to inclusion and equity, we must still ask what education might yet become – and what education might yet enable us to become.

Focus group discussions:  Thousands of individuals from more than 75 countries came together to collectively reimagine how knowledge and learning can shape the future of humanity and the planet. Participants included students, youth, educators, parents, government officials, and academics as well as business leaders, civil society and nongovernmental organizations. The findings were analysed in two report:

Moeller, K., Agaba, S., Hook, T., Jiang, S., Otting, J., Sedighi, M. and Wyss, N. 2021.  Focus group discussions analysis: September 2019 - November 2020 . Paper commissioned for the UNESCO Futures of Education report. 

TakingITGlobal. 2021.  Focus group discussion analysis : Perspectives from the  UNESCO Associated School Network ’s community of students, teachers and parents . Paper commissioned for the UNESCO Futures of Education

Polls:  Over 100,000 people responded to the 1-minute survey, identifying key priorties for the education sector, whilst more than 55,000 people engaged with social media polls.

The Futures of Education Initiative commissioned some 30 background papers to advance thinking on the key issues laid out by the International Commission. They are loosely grouped under 5 themes:

• Human and Planetary Sustainability

Knowledge Production, Access and Governance

Citizenship and Participation

Work and Economic Security

Thematically Cross-Cutting Issues

All of these papers are available on UNESCO's Digital Library at this  link .

These papers have not been edited by UNESCO: the views and opinions expressed in these papers are those of the author(s) and should not be attributed to UNESCO.   

The UNESCO Secretariat also reviewed over 200 reports to support the International Commission on the Futures of Education (September 2019 - October 2020) to get a picture of the state of research on the future of education.   This review identified 9 key questions:

Public or private good: Who pays for education in the future?

Singular or diverse curricula: Which perspectives will be included in the curricula of the future?

Early learning or lifelong learning: When in life is learning most important?

Personalized learning or collective endeavour: Should learning be tailored to the needs of individuals or groups?

Transformation or incremental change: Is transformational change needed for education?

Similar or diverse education trajectories: Will education become more or less similar across countries?

Top-down or bottom-up change: Will changes in education be top-down or bottom-up?

Optimist or pessimistic future: Are writers optimistic or pessimistic about the future of education?

Probable or preferred futures: Are writers more concerned about the future we will get or the future we want?

This new social contract should be grounded in two foundational principles: an expanded vision of the right to education throughout life, and the strengthening of education as a public and a common good. It is not an abandonment of all that we have collectively learned and experienced about education so far, but neither is it a mere course correction on a path already defined and set. Educators, communities, youth and children, families have long identified the limitations of existing educational systems and pioneered new approaches to overcoming them. Yet, without collective moments of structured dialogue about renewal of education, efforts often occur in isolation or with limited impact to large institutional machinery.

Find out more here .

The third in a series of major visioning exercises for education

Reimagining our future together: a new social contract for education  is the third in a series of UNESCO-led once-a-generation foresight and visioning exercises, conducted at key moments of historical transition. 

In 1972, the  Learning to Be: the world of education today and tomorrow  report already warned of the risks of inequalities, and emphasized the need for the continued expansion of education, for education throughout life and for building a learning society.

This was followed by the 1996 Learning: The treasure within report that proposed an integrated vision of education around four pillars: learning to be, learning to know, learning to do, and learning to live together in a lifelong perspective.

Commission Members

Related items

• Future of education