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close this bookLearning: The Treasure Within (UNESCO; 1996; 48 pages)
Open this folder and view contentsEDUCATION: THE NECESSARY UTOPIA
Open this folder and view contentsPART ONE: OUTLOOKS
close this folderPART TWO: PRINCIPLES
View the documentThe four pillars of education
View the documentLearning throughout life
Open this folder and view contentsPART THREE: DIRECTIONS
Open this folder and view contentsAPPENDICES
View the documentBACK COVER

The four pillars of education

• Education throughout life is based on four pillars: learning to know, learning to do, learning to live together and learning to be.

• Learning to know, by combining a sufficiently broad genera! knowledge with the opportunity to work in depth on a small number of subjects. This also means learning to learn, so as to benefit from the opportunities education provides throughout life.

• Learning to do, in order to acquire not only an occupational skill but also, more broadly, the competence to deal with many situations and work in teams. It also means learning to do in the context of young peoples' various social and work experiences which may be informal, as a result of the local or national context, or formal, involving courses, alternating study and work.

Learning to live together, by developing an understanding of other people and an appreciation of interdependence - carrying out joint projects and learning to manage conflicts -in a spirit of respect for the values of pluralism, mutual understanding and peace.

• Learning to be, so as better to develop one's personality and be able to act with ever greater autonomy, judgement and personal responsibility. In that connection, education must not disregard any aspect of a person's potential: memory, reasoning, aesthetic sense, physical capacities and communication skills.

• Formal education systems tend to emphasize the acquisition of knowledge to the detriment of other types of learning; but it is vital now to conceive education in a more encompassing fashion. Such a vision should inform and guide future educational reforms and policy, in relation both to contents and to methods.

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