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LEARNING TO LIVE TOGETHER

Objectives:

At the end of the discussion the students should be able to:

 Define the meaning of the four pillar“ learning to live together”


 To know the role of teacher in relation to the third pillar learning to live together.
 To provide a peaceful environment for sustainable socio-economic development.
 To respond constructively to cultural diversity & economic disparity, found, within &
across the region.

Introduction:

One most vital to building a genuine and lasting culture of peace in both the Asia-Pacific
region and throughout the world. Learning to know, learning to do, and learning to be are the
bases for learning to live together. One of the major issues in education today, since the
contemporary world is too often a world of violence. Involves developing, broadening, or
changing perceptions of an attitude toward ourselves and others consequently, the way we
behave in our daily encounters and interactions with others. Ability to tolerate, respect,
welcome, embrace and even celebrate difference and diversity in people, their histories,
traditions, beliefs, values and cultures and to use this diversity to enrich our lives. The essence
of inter-cultural, inter-faith education

Topical content:

Learning to live together is a dynamic, holistic and lifelong process through which
mutual, respect, understanding, caring and sharing, compassion, social responsibility, solidarity,
acceptance and tolerance of diversity among individuals and groups are internalized and
practices together to solve problems and to work towards a just and free, peaceful and
democratic society. This process begins with the development of inner peace, in the minds and
hearts of individuals engaged in the search for the truth, knowledge and understanding of each
culture, and the appreciation of shared common values to achieve a better future.

PEACE must begin with each one of us. Through quiet and serious reflection on its
meaning, new and creative ways can be found to foster understanding, friendship and
cooperation among all people.
“How do we adapt so that education can equip people to do the types of work needed
in the future?” This is a question posed in the book, Learning: The Treasure Within (Delors,
1996), a report submitted to UNESCO by the International Commission on Education for the
Twenty-first Century. Now, more than a decade has passed, but this question remains relevant
to us in the 21st century. How do we produce learners who have the personal competence and
skills that require them to apply greater intellectual skills, and display the capacity to innovate
and be creative in doing their tasks? And, how can we nurture our learners so that they will be
able to work well and live peaceably with others once they leave the portals of our schools?

These questions will be addressed in this lesson, using the four learning pillars
framework, which, as you’ve learned in Lesson One, is the key towards a successful 21st
century education. Can you recall what these four learning pillars are? You are correct if you
mentioned Learning to Know, Learning to Live Together, Learning to Do, and Learning to Be. In
Lesson One, you have learned about the first pillar, Learning to Know, and how you can apply
your knowledge, skills, attitudes, and values (KSAVs) related to this pillar. In this lesson, you will
know more about the second and third pillars, Learning to Live Together and Learning to Do in
the light of KSAVs you and your students need for life and work in the 21st century. Can you
recall the brief descriptions of these two pillars?

If you mentioned that Learning to Live Together involves the development of social skills
and values such as respect and concern for others, social and interpersonal skills and an
appreciation of the diversity of people, then you are right. On the other hand, Learning to Do
involves the acquisition of skills that would enable individuals to effectively participate in the
global economy and society.

As a teacher, you are given a special role to play so that your learners will develop the
life and career skills that they need to thrive as productive members of 21st century societies
and beyond. But, before you can develop the knowledge, skills, attitudes, and values (KSAVs) in
your students, you must develop these within yourself. This lesson will be your first step in
achieving this goal.

These two pillars are the following life and career skills in the 21st century:

Social and Cross-Cultural Skills

Flexibility and Adaptability

Initiative and Self-Direction

Productivity and Accountability


The first two sets of skills in the list are linked with the pillar Learning to Live Together.
After all, one needs to be flexible and should have a strong capacity to adapt to the fast-paced
changes in the 21st century if one is to thrive in this environment. The diversity of people in
communities and nations also requires one to develop skills in relating with people across
cultures. The last three sets of skills are related to Learning to Do. These skills will be needed by
learners when they leave the confines of your school and enter into the world of work later on
in their life.

The role of the teacher in relation to the third pillar?

1. The teacher should help students to develop an understanding of other people and
appreciation of interdependents since we live in a closely connected world.

2. The teacher should help students to realize the value of being able to live together in
their gradually enlarging world: home, school, community, town, city, province, country, and
the world as a global village.

3. The teacher provides a safe and accepting learning environment for learning.

4. The teacher helps students develop life and career skills as social and cross-cultural
skills and flexibility and adaptability.

5. The teacher helps students develop self-awareness and self-esteem as well as


empathy and respect for others and requires the capacity for active citizenship, development of
both local and global identity and an ability to understand others and appreciate diversity.

Evaluation:

Read the story below, then answer the questions that follow.

Suyen is a nine-year old student in a community elementary school. Having been


afflicted with polio when she was a baby, she now walks with a noticeable limp. One afternoon,
Suyen came home in tears. Her mother, Mrs. Feng, asked her what happened. Suyen replied
that some of her classmates bullied her and made unkind remarks about her gait. Some even
mockingly imitated the way she walked. Suyen tried to approach her teacher to tell her
classmates to stop teasing her but she was simply ignored.
Answer the following questions.

1. If you were Suyen’s teacher, what would you have done?

2. What advice would you have given to the teacher who ignored Suyen’s request for help?

3. Are her classmates justified in teasing Suyen? Why/Why not?

4. Did the situation reflect a respect for people’s individual differences? Why/Why not?

5. Discuss your responses with your co-learners and Flexible Learning Tutor.

GROUP (WONDER GIRLS)

ENGALAN, SHARIMAR

GONZALES, JESTINE

MORALDE, REY ANNE

CATIBO, MARIANETH JOY