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Jumat, 25 Mei 2012

Four Pillars of learning (Empat Pilar Pembelajaran menurut UNESCO)

Maskatno Giri tries to be kind and not to be arrogant. Almost everyday,  he  shares  many good things through his blog. 

He hopes the readers of his blog and he are getting  more successful.

Here they are the pillars  of learning based on UNESCO’s Report of the International Commission on Education for the 21st century. Yap, ideally, Education must be organized around 4 fundamental types of learning.
Learning to know: It may be regarded as both a means and an end of human existence. People have to learn to understand the world around them.

Learning to do: Learning must transform certified skills into personal competence. It is assessed by looking at a mix of skills and talents, social behavior, personal initiative and a willingness to work. These are often referred to as interpersonal skills or peoples’ skills by employers. Knowledge along with other qualities like communication, team building and problem solving skills is most demanded by the service sector these days.
People must learn to act appropriately in any kind of situation and they must become involved in shaping the future.

Learning to be: The aim of development is the complete fulfillment of man and his development in a holistic way as an individual, member of a family and community and as a responsible citizen.
Learning to live together: development in a holistic way as an individual, member of a family and community and as a responsible citizen.
Education should help in inculcating a spirit of empathy in students so that it can have a positive effect on their social behavior throughout their lives. Understanding each other, resolving conflicts through dialogue and discussion should be the essential tools of present day education.


Represented By MasKatnoGiri
 Kahlil Gibran
Your children are not your children.
They are the sons and daughters of Life's longing for itself.
They come through you but not from you,
And though they are with you yet they belong not to you.
You may give them your love but not your thoughts,
For they have their own thoughts.
You may house their bodies but not their souls,
For their souls dwell in the house of tomorrow,
which you cannot visit, not even in your dreams.
You may strive to be like them,
but seek not to make them like you.
For life goes not backward nor tarries with yesterday.
You are the bows from which your children
as living arrows are sent forth.
The archer sees the mark upon the path of the infinite,
and He bends you with His might
that His arrows may go swift and far.
Let your bending in the archer's hand be for gladness;
For even as He loves the arrow that flies,
so He loves also the bow that is stable.

Indonesian  version
Anakmu bukanlah milikmu,
mereka adalah putra putri sang Hidup,
yang rindu akan dirinya sendiri.
Mereka lahir lewat engkau,
tetapi bukan dari engkau,
mereka ada padamu, tetapi bukanlah milikmu.
Berikanlah mereka kasih sayangmu,
namun jangan sodorkan pemikiranmu,
sebab pada mereka ada alam pikiran tersendiri.
Patut kau berikan rumah bagi raganya,
namun tidak bagi jiwanya,
sebab jiwa mereka adalah penghuni rumah masa depan,
yang tiada dapat kau kunjungi,
sekalipun dalam mimpimu.
Engkau boleh berusaha menyerupai mereka,
namun jangan membuat mereka menyerupaimu,
sebab kehidupan tidak pernah berjalan mundur,
ataupun tenggelam ke masa lampau.
Engkaulah busur asal anakmu,
anak panah hidup, melesat pergi.
Sang Pemanah membidik sasaran keabadian,
Dia merentangkanmu dengan kuasaNya,
hingga anak panah itu melesat jauh dan cepat.
Bersukacitalah dalam rentangan tangan Sang Pemanah,
sebab Dia mengasihi anak-anak panah yang melesat laksana kilat,
sebagaimana dikasihiNya pula busur yang mantap.


Collected by MasKatnoGiri
  1. The ink of the scholar is more sacred than the blood of the martyr.  ~Mohammed
  2. You learn something every day if you pay attention.  ~Ray LeBlond
  3. Learning is a treasure that will follow its owner everywhere.  ~Chinese Proverb
  4. All the world is a laboratory to the inquiring mind.  ~Martin H. Fischer
  5. You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.
  6.   ~Clay P. Bedford
  7. Get over the idea that only children should spend their time in study.  Be a student so long as you still have something to learn, and this will mean all your life. 
  8. ~Henry L. Doherty
  9. I am learning all the time.  The tombstone will be my diploma.  ~Eartha Kitt
  10. It's what you learn after you know it all that counts.  ~Attributed to Harry S Truman
  11. A single conversation with a wise man is better than ten years of study.  ~Chinese Proverb
  12. In the spider-web of facts, many a truth is strangled.  ~Paul Eldridge
  13. When the student is ready, the master appears.  ~Buddhist Proverb
  14. Give me a fruitful error any time, full of seeds, bursting with its own corrections.  You can keep your sterile truth for yourself.  ~Vilfredo Pareto
  15. It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known, but to question it.  ~Jacob Bronowski
  16. Education consists mainly of what we have unlearned.  ~Mark Twain
  17. Man's mind, once stretched by a new idea, never regains its original dimensions.  ~Oliver Wendell Holmes
  18. You learn something every day if you pay attention.  ~Ray LeBlond
  19. The most useful piece of learning for the uses of life is to unlearn what is untrue.  ~Antisthenes
  20. Some people will never learn anything, for this reason, because they understand everything too soon.  ~Alexander Pope
  21. Sit down before fact as a little child, be prepared to give up every conceived notion, follow humbly wherever and whatever abysses nature leads, or you will learn nothing.  ~Thomas Huxley
  22. Children have to be educated, but they have also to be left to educate themselves.  ~AbbĂ© Dimnet, Art of Thinking, 1928
  23. I don't think much of a man who is not wiser today than he was yesterday.  ~Abraham Lincoln
  24. I am always ready to learn although I do not always like being taught.  ~Winston Churchill
  25. The purpose of learning is growth, and our minds, unlike our bodies, can continue growing as we continue to live.  ~Mortimer Adler
  26. There are some things you learn best in calm, and some in storm.  ~Willa Cather
  27. There are many things which we can afford to forget which it is yet well to learn.  ~Oliver Wendell Holmes, Jr.

  1. I am defeated, and know it, if I meet any human being from whom I find myself unable to learn anything.  ~George Herbert Palmer
  2. Always walk through life as if you have something new to learn and you will.  ~Vernon Howard
  3. Beware of the man who works hard to learn something, learns it, and finds himself no wiser than before.  ~Kurt Vonnegut, Jr.
  4. I find four great classes of students:  The dumb who stay dumb.  The dumb who become wise.  The wise who go dumb.  The wise who remain wise.  ~Martin H. Fischer
  5. No matter how one may think himself accomplished, when he sets out to learn a new language, science, or the bicycle, he has entered a new realm as truly as if he were a child newly born into the world.  ~Frances Willard, How I Learned to Ride the Bicycle
  6. Anyone who stops learning is old, whether at twenty or eighty.  ~Henry Ford
  7. It is not hard to learn more.  What is hard is to unlearn when you discover yourself wrong.  ~Martin H. Fischer
  8. Each day learn something new, and just as important, relearn something old.  ~Robert Brault, www.robertbrault.com
  9. If the past cannot teach the present and the father cannot teach the son, then history need not have bothered to go on, and the world has wasted a great deal of time.  ~Russell Hoban
  10. You have learned something.  That always feels at first as if you had lost something.  ~H.G. Wells
  11. I have never in my life learned anything from any man who agreed with me.  ~Dudley Field Malone
  12. Every act of conscious learning requires the willingness to suffer an injury to one's self-esteem.  That is why young children, before they are aware of their own self-importance, learn so easily.  ~Thomas Szasz
  13. I am what the librarians have made me with a little assistance from a professor of Greek and a few poets.  ~Bernard Keble Sandwell
  14. Learn as much as you can while you are young, since life becomes too busy later.  ~Dana Stewart Scott
  15. His studies were pursued but never effectually overtaken.  ~H.G. Wells
  16. The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.  ~Alvin Toffler
  17. Learning is a lifetime process, but there comes a time when we must stop adding and start updating.  ~Robert Brault, www.robertbrault.com
  18. Learning without thought is labor lost.  ~Confucius
  19. The pupil can only educate himself.  Teachers are the custodians of apparatus upon which he himself must turn and twist to acquire the excellencies that distinguish the better from the poorer of God's vessels.  ~Martin H. Fischer
  20. The best of my education has come from the public library... my tuition fee is a bus fare and once in a while, five cents a day for an overdue book.  You don't need to know very much to start with, if you know the way to the public library.  ~Lesley Conger
  21. The man who is too old to learn was probably always too old to learn.  ~Henry S. Haskins
  22. We learn more by looking for the answer to a question and not finding it than we do from learning the answer itself.  ~Lloyd Alexander
  23. You don't understand anything until you learn it more than one way.  ~Marvin Minsky
  24. The important thing is not so much that every child should be taught, as that every child should be given the wish to learn.  ~John Lubbock
  25. A watched child never learns.  ~Robert Brault, www.robertbrault.com
  26. Learning is like rowing upstream:  not to advance is to drop back.  ~Chinese Proverb
  27. People learn something every day, and a lot of times it's that what they learned the day before was wrong.  ~Bill Vaughan


  1.  The training of the teacher who is to help life is something far more than the learning of ideas.  It includes the training of character; it is a preparation of the spirit. 
  2.  It is my belief that the thing which we should cultivate in our teachers is more the spirit than the mechanical skill of the scientist; that is, the direction of the preparation should be toward the spirit rather than toward the mechanism. 
  3.  The teacher's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.
  4.  The word education must not be understood in the sense of teaching but of assisting the psychological development of the child.  
  5.  Education should no longer be mostly imparting of knowledge, but must take a new path, seeking the release of human potentialities
  6.  It is not enough for the teacher to love the child. She must first love and understand the universe. She must prepare herself, and truly work at it.  
  7.   Whoever touches the life of the child touches the most sensitive point of a whole which has roots in the most distant past and climbs toward the infinite future. 
  8.  The teacher's task is no small or easy one! He has to prepare a huge amount of knowledge to satisfy the child's mental hunger, and he is not, like the ordinary teacher, limited by a syllabus.
  9. The first duty of an education is not  to stir up life, but leave it free to develop.
  10. It is necessary for the teacher to guide the child without letting him feel her presence too much, so that she may always be ready to supply the desired help, but may never be the obstacle between the child and his experience.  
  11. Written language can be acquired more easily by children of four years than by those of six.  While children of six usually need at least two years to learn how to write children of four years learn this second language within a few months. 
  12.  One who desires to be a teacher must have an interest in humanity that connects the observer more closely than that which joins the biologist or zoologist to nature.
  13.  The most urgent task facing educators is to come to know this unknown child and to free it from all entanglements.
  14.  These words reveal the child's inner needs: "Help me to do it alone."
  15. Sometimes very small children in a proper environment develop a skill and exactness in their work that can only surprise us. 
  16.  The environment itself will teach the child, if every error he makes is manifest to him, without the intervention of a parent or teacher, who should remain a quiet observer of all that happens.    
  17. Any child who is self-sufficient, who can tie his shoes, dress or undress himself, reflects in his joy and sense of achievement the image of human dignity, which is derived from a sense of independence.
  18. The life of the spirit prepares the dynamic power for daily life, and, on its side, daily life encourages thought by means of ordinary work.
  19. The most difficult thing to make clear to the new teacher is that because the child progresses, she must restrain herself and avoid giving directions, even if at first they are expected; all her faith must repose in his latent powers.
  20. The more the capacity to concentrate is developed, the more often the profound tranquility in work is achieved, then the clearer will be the manifestation of discipline within the child.
  21.  We must, therefore, quit our roles as jailers and instead take care to prepare an environment in which we do as little as possible to exhaust the child with our surveillance and instruction. 
  22.  A felicitous environment that guides the children and offers them the means to exercise their own faculties permits the teacher to absent herself temporarily. The creation of such an environment is already the realization of great progress.
  23. Respect all the reasonable forms of activity in which the child engages and try to understand them.
  24. We must help the child to liberate himself from his defects without making him feel his weakness.
  25. The child is much more spiritually elevated than is usually supposed.  He often suffers, not from too much work, but from work that is unworthy of him. 
  27. There is a part of a child's soul that has always been unknown but which must be known.  With a spirit of sacrifice and enthusiasm we must go in search, like those who travel to foreign lands and tear up mountains in their search for hidden gold. 
  29.  The adult must find within himself the still unknown error that prevents him from seeing the child as he is.
  30. In their dealings with children adults do not become egotistic but egocentric.  They look upon everything pertaining to a child's soul from their own point of view and, consequently, their misapprehensions increase.
  31. There is in the soul of a child an impenetrable secret that is gradually revealed as it develops.
  32. The first essential for the child's development is concentration.  The child who concentrates is immensely happy.
  33. There is a part of a child's soul that has always been unknown but which must be known. With a spirit of sacrifice and enthusiasm we must go in search like those who travel to foreign lands and tear up mountains in their search for hidden gold. This is what the adults must do who seeks the unknown factor that lies hidden in the depths of a child's soul. This is a labor in which all must share, without distinction of nation, race, or social standing since it means the bringing forth of an indispensable element for the moral progress of mankind." 
  34.  If teaching is to be effective with young children, it must assist them to advance on the way to independence. It must initiate them into those kinds of activities which they can perform themselves and which keep them from being a burden to others because of their inabilities. We must help them to learn how to walk without assistance, to run, to go up and down the stairs, to pick up fallen objects, to dress and undress, to wash themselves, to express their needs in a way that is clearly understood, and to attempt to satisfy their desires through their own efforts. All this is part of an education for independence." 
  35.  "This system in which a child is constantly moving objects with his hands and actively exercising his senses, also takes into account a child's special aptitude for mathematics. When they leave the material, the children very easily reach the point where they wish to write out the operation. They thus carry out an abstract mental operation and acquire a kind of natural and spontaneous inclination for mental calculations."