Four Pillars Of Education

The Four Pillars of Education
Learning to know

| Learning to do | Learning to live together | Learning to be

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The Four Pillars of Education: The Treasure Within, are the basis of the whole report. These four pillars of knowledge cannot be anchored solely in one phase in a person's life or in a single place. There is a need to re-think when in people's lives education should beprovided, and the fields that such education should cover. The periods and fields should complement each other and be interrelated in such a way that all people can get the most out of their own specific educational environment all through their lives. |

1. Learning to know
This study focused on the concept of basic and general knowledge with the opportunity to work on specific areas that continueto develop in accordance with changes in science and technology and socio-economic activities. Learning to know is contained on the meaning of learning how to learn. In this case covered three aspects: what is learned, how can I make people can know and learn, and who is doing the learning.
Thinking is something children learn first from their parents and then from their teachers. The processshould encompass both practical problem-solving and abstract thought. Both education and research should therefore combine deductive and inductive reasoning, which are often claimed to be opposing processes. While one form of reasoning may be more appropriate than the other, depending on the subjects being taught, it is generally impossible to pursue a logical train of thought without combining thetwo.

2. Learning to do
This learning concept of human complement with thinking skills, initiative, and honed sense. The concept is linked to the world of work, namely to help people prepare themselves for a living (working). Conceptually learning to do sports together with the concept of learning by doing or learning by doing or working. This means that learning is not just heard or seen solely,but the experience of practicing an activity represents a way to acquire knowledge, and is not a result of the activities. Learning to do is manifested by various forms of vocational education and training programs.
The shift away from physical work - the service industries
In advanced economies there is a shift away from physical work. The implications of this trend for education are evenclearer if we look at the development of the service industries in both quantitative and qualitative terms. Most of the active population (60 - 80 per cent) of the industrialized countries is employed in the service sector. The main defining characteristic of this extremely broad category is that it covers activities which are neither industrial nor agricultural and which, despite their diversity, donot involve any tangible product.
Work in the informal economy
The nature of work is very different in the economies of developing countries where most people are not wage-earners. In many sub-Saharan African countries and some Latin American and Asian countries, only a small proportion of the population is in paid employment. The vast majority works in the traditional subsistence economy, wherespecific job qualifications are not required and where know-how is the fruit of tacit knowledge. For this reason, education cannot simply be modelled on the types of education that seem to fit the bill in post-industrial societies. Besides, the function of learning is not confined to work; it should meet the wider aim of achieving formal or informal participation in development. This ofteninvolves social skills as much as occupational skills.
In other developing countries, a thriving unofficial modern economy based on trade and finance may exist alongside a small official economic sector and agriculture. This parallel economy indicates the existence of business communities capable of meeting local requirements.

3. Learning to live together
This learning concept of human complement...