PILLARS OF LEARNING: The
Four Pillars of Education all started with the report entitled‖
Learning the Treasure within‖ of the International
Commission of Education for the Twenty-first –Century chaired by Jacques Delors in 1996. It was
published by the UNESCO.
A. LEARNING TO KNOW
- Implies learning how to learn by developing one‘s concentration, memory skills and ability to think; acquiring the instrument of understanding.
- To learn to know, students need to develop learn-to-learn-skills. Such skills are learning to read with comprehension, listening, observing, asking question, data gathering, note taking and accessing, processing, selecting and using information
- The role of the teacher is as facilitator,
catalyst, monitor and evaluator of learning.
B. LEARNING TO DO
-
Represents the skillful, creative and
discerning application of knowledge
-
One must learn how to think creatively,
critically and holistically, and how to deeply understand the information that
is presented.
-
To perform a job or work, the learning to do
must be fulfilled. This entails the acquisition of competence that enables
people to deal with a variety of situations, and to work in teams.
C. LEARNING TO LIVE TOGETHER
-
Vital in building a genuine and lasting
culture of peace in the world.
-
Can be achieved by developing in
understanding of others and their history, traditions and spiritual values, and
appreciation of interdependence.
-
A wide range of skills is necessary for the
pillar of education; self-control, handling emotions, communication,
interpretation of behaviors, critical thinking, relationship building and
cooperation, negotiation, mediation and refusal, problem solving and decision
making.
-
Teachers should help the students realize the
value of being able to live together, in their gradually enlarging world: home,
school, community, city, town, province, country, and the world as a global
village.
D. LEARNING TO BE
-
Dominant theme of Edgar Faure is report‖
Learning to Be: The World of Education Today and Tomorrow‖,
published UNESCO
-
If refers to the role of education in
developing all the dimensions of the complete person: to achieve the physical,
intellectual, emotional and ethical integration of the individual into a
complete man. Pertains to the overall development of the human person as individual
and a member of the society
GENDER and DEVELOPMENT: In
many countries where women still face discrimination, let us promote gender
equality and development between boys and girls in primary school. It is the
3rd UN Millennium Goal which aims to eliminate gender disparity in primary and
secondary education, preferably by 2005, and all levels of education no later
than 2015. Let us step up to empower women in access to education, work and
involvement in decision making.‖ Gender and development or
GAD is an approach on socially constructed basis of the difference between men
and women and emphasized the need to challenge the existing gender roles and
relations.
Sex
vs. Gender
Socialization - is
a process by which social norms, roles and expectations are learned and
internalize. Gender Socialization- is a process by which norms, roles and
expectation in relation to gender are learned by men and women.
Gender Stereotype - a
form of prejudgment, bias or limitation given to roles and expectations of male
and females.
Channel of Socialization:
1. Family
: Manipulation, Canalization, Verbal Application and Activity Exposure
2. Church
3. Mass
media
4. School:
Instructional Language , Classroom Management and Instructional Materials.