This document discusses learning to live together, one of the four pillars of education according to the Delors report. It provides objectives and importance of learning to live together, the role of educators, and ways to promote it inside and outside of school. Some key points include strengthening ethical decision making and understanding of other cultures, promoting respect for diversity, and developing activities like role plays, group discussions, and community involvement to teach values of cooperation and living harmoniously.

1. A
Seminar
On
Learning To Live Together: Activities
Inside & Outside School
Presented By
Laxmi Barik
Ph.D Scholar
Ravenshaw University
Samira Kumar Sahoo
Ph.D Scholar
Regional Institute of Education, Bhubaneswar

2. Abstract
This theme basically presents the values of co-operation, coexistence, sharing and
solidarity in a world that is being pulled apart, by ethnic, religious, individualistic and other
separate forces. Learning to live together has been recognized and declared as one of the four
pillars of education in the Doler report on education for the 21st century. This paper focuses on
objectives, importance, role of teacher and ways and means promoting learning to live together
inside and outside school which gives an idea for students, teachers and stakeholders.
Introduction
Although, the world is shrinking into a global village due to the technical advancements, which
facilitate travelling, communication and transaction, our present mindsets are unable to
accommodate the global unity of mankind. We really need to enlarge our minds when the world
is becoming small. Only then can we capture the global human brotherhood. By learning to live
together we broaden our vision, gradually move from self-centeredness, to community, to nation
and from there to the global family. It also means to learn to co-operate and share with each
other and accept diversity and live in harmony. Learning to live together is one of the most
important pillars from the four pillar of education. The Four Pillars of Education form the basis
for the UNESCO-report Learning: the Treasure Within. They cannot be defined separately;
they form an integrated whole, complementing and strengthening each other. Education is, after
all, a total experience.
The Four Pillars of Education
1. Learning to know, that is acquiring the instruments of understanding;
2. Learning to do, so as to be able to act creatively in one’s environment;
3. Learning to live together, so as to participate in and co-operate with other people in all
human activities
4. Learning to be, so as to better develop one’s personality and to act with ever greater
autonomy, judgement and personal responsibility
Learning to live together
Learning to Live Together has been developed for use in different religious and secular contexts
as a resource for everyone concerned with promoting ethics and values. The objective has been

3. to develop a resource that is relevant on a global level and yet flexible enough to be interpreted
within different cultural and social contexts.
Objectives of Learning to Live Together
The objectives of Learning to Live Together are:
1. To strengthen the capacity of children and young people to make well-grounded ethical
decisions based on values that promote respect for other cultures and beliefs.
2. To empower children and young people to engage in dialogue – to listen and to talk – as a
means of developing greater sensitivity to differences and an understanding of others.
3. To nurture children’s and young people’s ability to respond to the needs of their societies
with an attitude of reconciliation and respect for diversity and to contribute, in this
manner, to a culture of peace.
4. To allow children and young people to appreciate and nurture their spirituality.
5. To affirm human dignity as expressed in the Universal Declaration of Human Rights, the
CRC and in the teachings of all religious traditions.
6. To affirm the possibility of living together, respecting one another in a world of different
religious, ethnic and cultural traditions.
7. To provide tools for educators to work with intercultural and interfaith learning in
different regions and in diverse settings.
8. To develop and promote successful practices for living together with people of different
cultures, ethnicities, beliefs and religions.
Important to educators because:
1. Learning to live appropriately with others is important in our everyday lives – from life in
the school, family and community to the special problems of adolescent relationships.
2. Learning to live together in the wider society requires awareness of and respect for
human rights and the responsibilities of local, national and global citizenship.
3. Learning to live together as responsible citizens can help reduce tensions due to ethnic or
other divisions and social disparities which contribute to the instability or civil conflict
seen in many nations today.

4. 4. Learning to live together be an intercultural, interfaith ethics education programme for
children, designed to promote children’s right to full and healthy physical, mental,
spiritual, moral and social development.
5. Learning to Live Together approaches the issue of ethics education from the perspectives
of intercultural and interfaith learning, human rights and quality education, where ethics
and values are nurtured and where children are given the space to develop their innate
potential for spirituality.
6. Learning to Live Together incorporates both traditional and modern learning
methodologies based on experience, cooperation, problem solving, discussion, and
introspection.
Educators and facilitators – the heart of the learning process
Learning to Live Together requires a democratic and participatory style of educators and
facilitators. The idea is not that teachers know about ethics and values those children do not. The
educator/facilitator is not instructing but rather guiding and structuring the learning process by
organising learning activities, whose process helps everyone, students and teacher, to develop
together and question their knowledge, attitudes and behaviour. Educators and facilitators who
are fair and honest will build trust with the students, and help ensure confidence in the journey of
learning. Good role models inspire others to reflect on who I am and who I want to be and
motivate people to find solutions to difficult situations. This is particularly important for children
and young people and even more so in ethics education, which seeks to foster a culture of peace.
Good role models can thus multiply the effects of how to live together in a global and plural
society
How learning to live together can be promoted?
Education that wants to cultivate values and spirituality needs to apply a holistic approach to
knowledge, skills and attitudes. Education can no longer be reduced to develop only cognitive
skills but needs to encompass the development of emotional abilities and ethical values, so as to
equip children to strengthen a sense of responsibility, solidarity and empathy with people of
other cultural and religious backgrounds. The type of education needed today has to be sensitive
to the demands of multicultural societies, thus providing equal opportunities for children to
express their beliefs and develop their own identity, aware of others‟ identities.

5. Relationships often form and build a person’s identity. Daughters and sons have different
types of relationships with the mother or the father, being a pupil in a school shapes another part
of the identity, as does the family and the cultural environment. Traditions – familial, local and
national – shape one’s identity, beliefs and values. Events – personal, national, regional, global –
contribute likewise to the process of identity development.
Religious, spiritual and cultural identity is shaped in the same way. Exposure to a variety
of religious and cultural beliefs and customs, to the uniqueness of each religion and culture,
should not undermine one’s faithfulness to one’s own religious, spiritual or cultural tradition.
Religious communities can engage with today’s educational systems and make positive
contributions in promoting an educational learning approach that
ing process that involves critical reflection, a sense of cohesion and building
and practicing positive relationships
process.
Activities for promoting learning to live together within school
 Curricular Activities
 Demonstrate the many ways in which one can show respect to elders at home and in
school.
 Express the meaning of the word ‘cooperation’ indifferent ways
 Demonstrate using puppets, how to resolve Conflicts peacefully through the usage of
proper words and gestures
 Describe how anger destroys peace and relationship
 Complete an incomplete story in different ways with peace messages
 Role-play different objects like trees, a broom, various civic facilities, showing how they
benefit us
 Write a story on tolerance, sensitivity to others, etc.
 Collect newspaper chippings, magazines, articles on different themes and create a wall
magazine Improvise the solution to a problem affecting weaker students through
teamwork, utilizing available resources

6.  Compose various value-words, using a set of letters provided. For example, qualities like
honesty and truthfulness, making new associations among them
 Write a letter pertaining to a misunderstanding between two friends, suggesting a way to
resolve the problem without either one feeling humiliated
 Collect the works of relatively lesser known people who have contributed to the welfare
of others and analyse their qualities
 Organise programmes, talks, workshops, film shows, etc. to inculcate in the students love
and concern for the human family.
 Develop projects on ecological changes over the years and their effect on local crops
 Provide opportunities for development of social skills through dramatics, plays,
community singing, and group work, etc.
 Organize discussions on daily news items, current affairs, etc.
 Study problems linked with violence. Encourage the students to share their experiences
with violence so that others in the class can also learn strategies for coping with fears and
anxieties.
 Co-curricular Activities
 Group discussion on international relations
 Simulation and role-play,
 Field visits and studies
 Participation in and observation of national and international conferences
 Extensive use of mass media
 Community activities
 Preparing posters, slides, and materials for campaigns for living together
 Debates, seminars, and audio visual shows, role-plays, dramas, composing peace poems,
peace songs, etc.
 Participation in various days observed internationally, such as, Human Rights Day,
Children’s’ Day, UN Day, Day for the Disabled, Girl Child Day, Environment Day, etc.
Outside School Activities
Camps, Sports and recreation programmes, Training for community leaders, Workshops for
parents, Media training, Magazines for young people, Travelling theatre, Puppetry, campaigns,
Contests and exhibitions would be organized for promoting learning together outside school

7. Conclusion
The increased speed of technological change and the rapid growth of knowledge are
creating new opportunities for prosperity and growth, as well as contributing to major social,
cultural and personal change. To fully participate in this new economy schools need to ensure
that future generations possess the skills and knowledge necessary to facilitate lifelong learning.
In order for schools to meet the needs of future students, the general educational system must be
responsive to changes in the society and economy. School should adopt different activities for
promoting living living together to students.
References
1. Learning to live together in peace and harmony; value education for peace, human rights,
democracy and sustainable development for the Asia-Pacc region: a UNESCO-APNIEV
E sourcebook for teacher education and tertiary level education. Bangkok: UNESCO
PROAP,1998
2. Learning the Way of Peace: A Teachers’ Guide to Peace Education, United Nations
Educational, Scientific and Cultural Organization, New Delhi 2001
3. Learning to Live Together. An Intercultural and Interfaith Programme for Ethics
Education. UNICEF 2008
4. Curriculum development For learning To live together: The Caribbean sub-region
Havana, cuba, 2001
5. Margaret Sinclair(2004)Learning To live Together: Building skills, Values and attitudes
For the twenty-first century International bureau of education, Geneva
6. National focus group on education for peace, National Council of Educational
Research and Training, 2006
7. Learning content and strategies for living together in 21st century, International
Conference on Education Geneva, 2001
8. Susan Fountain(1999),Peace Education In UNICEF, Working Paper Education Section
Programme Division, UNICEF New York
9. Delors, Jacques et al. 1996. Learning: The Treasure Within. Paris: UNESCO