Learning to know
This type of learning is radically different from ‘acquiring itemized codified information or factual knowledge’, as often stressed in conventional curriculum and in ‘rote learning’. Rather it implies ‘the mastering of the instruments of knowledge themselves’.‘Acquiring knowledge in a never-ending process and can be enriched by all forms of experience’. ‘Learning to know’ includes the development of the faculties of memory, imagination, reasoning, problem-solving, and the ability to think in a coherent and critical way. It is ‘a process of discovery’, which takes time and involves going more deeply into the information/knowledge delivered through subject teaching. ‘Learning to know’ presupposes learning to learn’, calling upon the power of concentration, memory and thought’, so as to benefit from ongoing educational opportunities continuously arising (formally and non-formally) throughout life. Therefore ‘learning to know’ can be regarded as both a means and an end in learning itself and in life. As a means, it serves to enable individual learners to understand the very least enough about the nature, about humankind and its history, about his/her environment, and about society at large. As an end, it enables the learner to experience the pleasure of knowing, discovering and understanding as a process.
Learning to do
This pillar of learning implies in the first place for application of what learners have learned or known into practices; it is closely linked to vocational-technical education and work skills training. However it goes beyond narrowly defined skills development for ‘doing’ specific things or practical tasks in traditional or industrial economies. The emerging knowledge-based economy is making human work increasingly immaterial. ‘Learning to do’ calls for new types of skills, more behavioral than intellectual. The material and the technology are becoming secondary to human qualities and interpersonal...
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