Four Pillars of Education as Viewed by Delor’s Commission Report

CONTEMPORARY INDIA AND EDUCATION

Seminar

On

Four Pillars of Education as Viewed by

Delor’s Commission Report

                                                                                Submitted By

                                                                            Ancy.P.A

Four Pillars of Education as viewed

by Delar s’commision Report :

Introduction:

                             In achieving the goals of quality education for all there is a great need to develop a broadened vision of educational goals to facilitate holistic approaches to recognizing educational contents and to build national capacity in developing key competencies required to all learners through curriculum renewal in emerging knowledge based societies of  21^st  century .

Delor s’commission Report: -

          International commission proposed the delors commission Report was created by 1996 when the Four pillars of learning as proposed by the international commission for the 21^st century. When the Four pillars is based on Education. They are

                         i)  Learning to know

                        ii)  Learning to do

                        iii) Learning to live together

                        iv) Learning to be

Learning to know:

                             Learning is the acquiring of knowledge, Habits, Skills and change of behaviour. Acquiring knowledge in a never – ending process and can be enriched by all forms of experience. Learning to know includes the development of the facilities of memory. Imagination rezoning, problem solving and the ability to think a contentment and critical way. ‘Learning to know ‘presupposes learning to learn calling upon the power concentratration , memory and thought as tobenifit from educational opportunities continuously arising from formally and non formally throughout life .

Learning to do:

                   Learning to do calls for new types of skills. More behavioural than intellectual. The material and the technology are becoming secondary to human qualities and interpersonal relationship. Learning to this implies of shift from skill to competence or a mix of higher order skills specific to each individual. The ascendancy of knowledge and information as factors of production systems is making the idea of occupational skills absolute and is bringing personal competency to the force. It is closely linked vacacational – technical education and works skills training . It defined skills development for doing specific things or practiced tasks in traditional or industrial economies.

Learning to live together :

          It implies an education taking two complementary paths. On one level. Discovery of others and no another experience of shared purposes throughout life. Specially it  implies the development of such qualities as knowledge and understanding the  self and others appreciation of diversity of the human race and an awareness of the similarities between and the independence of all humans : empathy and co – operative social behaviour in caring and sharing. Respect of other  people and their culture and value systems and competency in working towards common objectives .

Learning to be :

          Learning to be may be interrupted in one way as learning to be human through acquisition of knowledge .Skills and values conductive to personality development in its intellectual, moral, cultural and physical dimensions. Acquiring universally shared human values . Developing aspects of a persons’ potential, memory, rezoning, aesthetic sense, physical capacity and social skills, developing  critical thinking, developing personal commitment and responsibility.

Characteristics of learning:

                   i)   Learning is a growth

                        ii)  Learning is a adjustment

                        iii) Learning is a action

                        iv) Learning is  purposeful

                        v)  Learning is a product of environment

                        vi) Learning is a organizing experience

                  vii) Learning freely depends upon Incites

Conclusion:

          The Four pillars of learning relate to all phases and areas of education. They support and interpenetrate and interpenetrate one another and should be applied as basic principles cross -  cutting themes and generic commences for integration in and across subject areas  or leering domains

Bibliography:

          Periannan , G (2017) contemporary India and Education.

                        chennai: vanitha pathippagam

            Gnanam, D $ sharamug a Boopathi ,p.s (2016) contemporory India and Education.

                        Chennai : samrithapubilcations.

            J. c  Aggarwal (2013)  Thacher and Education in a developing

                        society: New Delhi:vikas publishing