The four pillars of education refer to learning to seek knowledge, learning to do things, learning to live together and learning to be a man. UNESCO has put forward four pillars of education. Learn to seek knowledge: knowledge here refers not only to knowledge, but also to knowledge in a broad sense. The objects of this knowledge include human beings and their subjective world, as well as the external world of nature and society.

2/KLOC-Report of the International Education Commission of the 20th Century-Learning: Inner wealth has two interrelated central ideas: "lifelong learning" and "the four pillars of education". The four pillars of education refer to learning to seek knowledge, learning to do things, learning to live together and learning to be a man. UNESCO has put forward four pillars of education.

First, learn to seek knowledge.

"Knowledge" here refers not only to knowledge, but also to knowledge in a broad sense. The objects of this knowledge include human beings and their subjective world, as well as the external world of nature and society. "Seeking knowledge" is a process of exploring the unknown and pursuing truth in the endless cycle of practice and knowledge, with only a starting point and no end. The means of "seeking knowledge", from oral teaching to text printing, from audio-visual technology such as radio and television to "information superhighway", has undergone many revolutionary changes. The environment of "seeking knowledge" extends from family and school to the whole society, followed by the "virtual learning environment" that the "online generation" is obsessed with.

Second, learn to do things.

Learning to do things and learning to seek knowledge are inextricably linked, and the two can be said to be the relationship between "knowing" and "doing". If the former aims at understanding the world (including people's own subjective world and social natural objective world), then the latter aims at transforming the world.

Like knowledge, line is a polysemous word with rich connotations. In the traditional sense, "learning to do" is more about developing labor skills through vocational and technical training and applying the knowledge learned in school to solve problems and complete tasks. In the present sense, "learning to do" should focus on the requirements of knowledge economy in 2 1 century and the requirements of citizens in a lifelong learning society, and grasp it from a deeper level.

Third, learn to live together.

In an era when globalization will become an important feature of the 2 1 century and the interdependence between people, nations and countries is getting higher and higher, learning to live together is a very important educational proposition. Its original intention is to learn to live and work with people. Just like learning to do things, learning to live together has the same profound connotation.

To learn to live together, we must first know ourselves, find others and respect others. One of the tasks of education is to make students understand the diversity, commonality and interdependence of human beings. All kinds of subjects offered by the school, whether it is language, mathematics, foreign languages, or science, culture, life or history, geography, and social studies, are all aimed at conveying human thoughts and culture and enhancing understanding of our own nation and other nations; Understand their respective cultural characteristics and common values. Knowing yourself is the starting point and foundation of knowing others. The so-called "put yourself in the other's shoes" means "put yourself in the other's shoes" and "don't do to others what you don't want others to do to you". At the same time, education, as a process of individual socialization, also pays attention to knowing oneself and one's own country and nation in the process of knowing others, other countries and other nations.

Fourth, learn to be a man.

Learning to be a man is a basic process based on the first three kinds of learning, and it is the fundamental goal of education and learning. Learning to be a man is the theme of the report "Learning to be a man: today and tomorrow in education" submitted by UNESCO's International Education Development Committee from 65438 to 0972. Its argument is based on the elaboration of educational goals: "The goal of development is the complete realization of human beings." It is the complete realization of a person's personality with rich connotations as an individual, family member, community member, national citizen, producer, inventor and creative dreamer. The basis of the report is also based on the criticism of "dehumanization" caused by the unilateral pursuit of material civilization in industrial society. It believes that the development of science and technology, the gap between the rich and the poor, and unemployment crimes are leading to the phenomenon of "alienation of human nature" such as consumerism, hedonism and individualism. Therefore, it emphasizes that through educational reform and social cooperation, children can become "non-alienated people" in the true sense, people with quasi-cognitive, emotional, ethical, aesthetic and physical all-round development, and people with all-round development rather than abnormal and one-sided development.

Learning to seek knowledge, learn to do things, learn to live together and learn to be a man is an interconnected, interpenetrating and inseparable whole. If the former two enrich the new content of traditional education, then the latter two are brand-new educational goals with a view to the people-oriented sustainable development in the 2 1 century. These four kinds of learning are not limited to a certain stage of life, nor to a certain place such as family, school and community. They are the four pillars of building a lifelong learning society in the future.