the 5 pillars of education

5/24/2018 The 5 Pillars of Education

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The Five Pillars of Education

Del Rosario, Glenda T.

Malig, Kimberly Anne P.

Quiazon, Pauline Joviene D.


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Education for Sustainable

Development (ESD)

is a vision in education that aims tocreate a sustainable future by

empowering the people


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Development:

1. Concerns all levels of education as well as

social contexts;2. Allows for the acquisition of skills,

capacities, values, and knowledge required

to achieve sustainable development;3. Fosters responsible citizens and promotes

democracy ; &


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Education for SustainableDevelopment:

4.Allows individuals to survive, develop

their full capacities, live and work in

dignity, participate fully in development,

improve the quality of ones life, make

informed decisions, and continuelearning by providing the essential

learning tools needed to achieve the

abovementioned.


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United Nations of Educational,Scientific, and Cultural

Organizations (UNESCO)

(1) improving the quality of basic education,

(2) reorienting educational programs,

(3) developing public understanding andawareness, and

(4) providing training.


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Learning to know(Acquiring instruments of understanding)

Objectives:

Learn to learn

Acquire a taste for learning throughout life

Develop critical thinking

Acquire tools for understanding the world

Understand sustainability concepts and

issues


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Learning to know(Acquiring instruments of understanding)

Education for Sustainable Development:

Recognizes the nature of the conceptsustainability;

Reflects the needs of societies;

Acknowledges that fulfilling local needsoften has international effects; &

Addresses content, context, global issues,

and local priorities.


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Learning-to-Learn ski l ls Learning to read with comprehension

Listening

Observing

Asking questions

Data gathering Note taking

Accessing, processing, and selecting

information


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Teachers roles: Facilitator

Catalyst Monitor

Evaluator


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Learning to do(Act creatively in ones environment)

Objectives:

Be an actor as well as thinker Act on global and local sustainable

development issues

Acquire technical and professional training Apply learned knowledge in daily life

Act creatively and responsibly in ones

environment


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Figure 2. Personal and Work Values for Learning to Do

(Source: UNESCO-APNIEVE as cited by Vega, V., 2006)


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Learning to do(Act creatively in ones environment)


Is locally relevant and culturallyappropriate;

Must become a concrete reality for all our

daily decisions and actions; & Is about helping to build a sustainable and

safe world for everyone.


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Learning to live togetherin peace

and harmony(Participate in and cooperate with other

people in all human activities)

Objectives:

Participate and cooperate with others in

increasingly pluralistic and multicultural

societies

Develop an understanding of other people

and their histories, traditions, beliefs,

values, and cultures


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Learning to l ive together

(Participate in and cooperate with otherpeople in all human activities)

Objectives:

Tolerate, respect, welcome, embrace, andeven celebrate difference and diversity in

people

Respond constructively to the culturaldiversity and economic disparity found around

the world

Be able to cope with situations of tension,

exclusion, conflict, violence, and terrorism


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Social and Emotional Learning involves the teaching of a wide range

of knowledge, skills, attitudes, and

behaviors to enable us to interact with

others in a just, equitable, and

empathetic manner.


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Figure 3. Learning to Live Together: The Asia-Pacific Perspective

Schematic Diagram of Core and Related Values Needed

To Live Together in Peace and Harmony



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Learning to l ive together in peace

and harmony(Participate in and cooperate with other

people in all human activities)


Builds capacity for community-based

decision making, social tolerance,environmental stewardship, adaptable

workforce and quality of life.


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Learning to be

(Develop ones personality and act withgreater autonomy, judgment, and

personal responsibility)

Objectives:

See oneself as the main actor in defining

positive outcomes for the future Encourage discovery and experimentation

Acquire universally shared values


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Learning to be

(Develop ones personality and act withgreater autonomy, judgment, and

personal responsibility)

Objectives:

Develop ones personality, self-identity,

self-knowledge, and self-fulfillment Act with greater autonomy, judgment, and

personal responsibility


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Figure 4: The Core Values, Learning To Be Fully Human



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According to Paulo Freire,humanizationis mans ultimate

vocation and destiny. This can be

accomplished through conscientizationwhich is a process of recognizing the

contradictions existing within oneself

and in society and of gradually beingable to bring out about personal and

social transformation.


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Learning to be


Builds on the principles and values that

underline sustainable development;

Deals with the well-being of all three

realms of sustainabilityenvironment,

society, and economy; &

Contributes to a persons complete

development: mind and body, intelligence,

sensitivity, aesthetic appreciation and

spirituality.


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Universal Aims of Education:

Towards a scientific humanism

Creativity Towards social commitment

Towards complete man


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Learning to transform oneself and society

(Knowledge, values, and skillsfor transforming attitudes and

lifestyles)


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Objectives: Work toward a gender neutral, non-

discriminatory society

Develop the ability and will to integrate

sustainable lifestyle for ourselves and

others

Promotes behaviors and practices that

minimize our ecological footprint on the

world around us


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Objectives: Be respectful of the Earth and life in all its

diversity

Act to achieve social solidarity

Promote democracy in society where peace

prevails


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Development:

Integrates the values inherent in

sustainable development into all

aspect of learning;

Encourages changes in behavior tocreate a more viable and fairer society

for everyone;


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Development:

Teaches people to reflect critically on

their own communities; &

Empowers people to assume

responsibility for creating andenjoying a sustainable future.


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References: Vega, Violeta et al (2006). Social

dimensions of education. Quezon City:

Lori Mar Publishing.

UNESCO (2014).Education for

Sustainable Development 2005-2014.

Retrieved on June 12, 2014 frommenntuntilsjalfbaerni.weebly.com/

the 5 pillars of education

Documents

levels of education

quality of basic education

ls learning

sustainable development3

quality of ones life

sustainable andsafe

sustainabledevelopment

global issues