Learning to

Live Together
Community Extension Services III
• A desire to learn continuously through one’s lifetime is a mark
of a 21st century learner. The International Commission on
Education for the Twenty-first Century to UNESCO, headed by
Jacques Delors, identified learning throughout life as a key to
meet the challenges of the 21st century. The Commission’s
1996 report, Learning: The Treasure Within, highlighted the
need for individuals to "learn how to learn” to cope with the
rapid changes and challenges of the present and the future. 

• It describes a holistic approach to learning that encompasses

more than what occurs in the classroom. This is referred to
as lifelong learning - a philosophy that involves the
development of knowledge, skills, attitudes, and values
throughout one’s life—from early childhood through
adulthood.
• Learning is seen not just as an intellectual process, but one that
encompasses all aspects of an individual’s life, including their
role in the community, performance in the workplace, personal
development, and physical well-being.

• The report presented a framework that organized lifelong

learning into four pillars: learning to know, learning to live
together, learning to do, and learning to be. The four pillars of
learning are seen as fundamental principles for reshaping 21st
century education.
• The Four Pillars of Learning is proposed as a framework to
understand what students need to acquire and develop in
themselves. Knowing these pillars and applying them to your
own learning can help you develop the KSAVs required to
fulfill your tasks and roles as a provider of quality and relevant
education to your students.
What is Learning to Live Together?
• Learning to Live Together involves the development of social
skills and values such as respect and concern for others, social
and inter-personal skills and an appreciation of the diversity
among people. These skills would enable individuals and
societies to live in peace and harmony.
 I think I
PILLAR Involves… am good at
this

√ X
• knowing oneself

• discovering others

• appreciating the diversity of the human race

Learning to
Live Together
• being receptive to others and open to others’ ideas
during dialogues and debates

• caring and sharing

• working toward common objectives in cooperative

undertakings
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?
• As a teacher, you are expected to be an instructional leader in
your school, who, among other things, helps ensure that the
school is a safe and conducive venue for learning. Creating a
safe and comfortable learning environment in schools means
that students feel accepted, respected, and heard. They must
also feel that they have a right to express themselves and be
respected for their opinions and for who and what they are.

• Since the last decade, more and more educators are seeing
classrooms that have a diverse profile of students. Because of
migration, social change, globalization and other events,
students in a single classroom may now come from various
backgrounds and culture.
• We live in a community where cultural diversity exists. The
term “cultural diversity” pertains to differences in culture,
gender and ethnicity, race, sex, socioeconomic status,
language, religion, ideology, nationality, appearance and body
structure and other characteristics that individuals may have
difficulty in adjusting to when relating with others around
them.

• As a teacher, you are tasked to create a school environment that

respects, accepts, and celebrates cultural diversity. This way,
students can learn in a safe and accepting environment where
all their learning needs are addressed in the best way possible.
• Teachers may find it difficult to understand why some of their
students are absent from class during certain religious holidays.
Students, like the classmates of Suyen, may have difficulty
understanding why their peers look different, and resort to
teasing or even violence as a result of their failure to
understand the source of diversity.

• Among the four pillars of education, Learning to Live Together

has been given greater emphasis because this is the very
foundation (Delors, 1996).
Let’s Try This Activity!
Take a moment to reflect on your own level of appreciation for
peace and respect for diversity by answering the questionnaire
that follows. Take note that this questionnaire is not intended to
evaluate or criticize, but to recognize your tendencies, both
negative and positive.
Instructions: Rate the frequency in which you demonstrate
appreciation for diversity, peaceful conflict resolution, and
encouragement for student participation and collaborative
decision-making. Place an “X” mark under the appropriate
column to show the frequency with which you show the
characteristics listed for each category.
 A lot Often Some- Little Very
what little
Behavior (5) (4) (3) (2) (1)

A. Appreciation for Diversity

1. I show respect for students regardless of their
race, gender, or physical appearance.

2. I know about the different cultures that my

students represent.

3. I treat both female and male students in the

same manner.

4. I am a role model of a respectful and non-

violent person for my students.

5. I am consistent in my behavior toward all

students.

6. I express my disagreement upon witnessing

acts of discrimination or racism.
7. I teach my students about different cultures
and ways of living.
 A lot Often Some- Little Very
what little
Behavior (5) (4) (3) (2) (1)

B. Peaceful Conflict Resolution

1. I commit to nonviolent language.

2. I commit to nonviolent behavior.

3. I use a calm (can be stern) voice with

students even when I am upset.

4. I give my students recognition and praise.

5. I give constructive criticism.

6. I explain the value of tasks to my students to

get them to do things.
7. I speak to students privately when there is a
problem.
 A lot Often Some- Little Very
what little
Behavior (5) (4) (3) (2) (1)

C. Encouragement for Student Participation and Collaboration

1. I consult with and listen to my students when
a decision has to be made which will affect
them.
2. I try to reach a consensus among my students
when making decisions.

3. I delegate tasks and responsibilities to the

students.

4. My students learn by working as a team.

5. My students work independently.

6. I use cooperative learning strategies with my

students.
Score Interpretation:
Score Description

4.50 – 5.00 You consistently engage in behavior that shows appreciation for
peace and diversity.

3.50 – 4.49 You often behave in a way that demonstrates appreciation for
peace and diversity.

2.50 – 3.49 You somewhat behave in a way that demonstrates appreciation

for peace and diversity.

1.50 – 2.49 You behave a little in a way that demonstrates appreciation for
peace and diversity.

1.00 – 1.49 You behave very little in a way that demonstrates appreciation
for peace and diversity.
 Life and Career Skills Related to Learning to Live
Together

1. Social and Cross-cultural Skills

2. Flexibility and Adaptability

Social and Cross-cultural Skill
• Described as the ability to effectively interact with others in
diverse groups and situations.

How do you develop these skills within you and how do

you, in turn, help equip your students with these same
skills?
Five Ways to Develop Social and Cross-
cultural Skills (Partnership for 21 st Century Skills, 2009)

1. Know when it is appropriate to listen and when to speak.

2. Conduct oneself in a respectable and professional manner.

3. Respond open-mindedly to different ideas and values.

4. Leverage social and cultural differences to create new ideas

and increase both innovation and quality of work.

5. Respect cultural differences and work effectively with

people from a range of social and cultural backgrounds.
Thank You! 