Which dimension implies developing the potentials of each individual?

Which dimension implies developing the potentials of each individual?

• A. Learning to live together
• B. Learning to be
• C. Learning to know
• D. Learning to do

Answer: (B)

Developing the potentials of each individual is about nurturing the whole person—identity, values, talents, and self-fulfillment. This dimension, learning to be, focuses on who the learner becomes, not just what they know or can do. It emphasizes inner growth, self-awareness, autonomy, and the capacity to reflect and make meaning from experiences. In education, this means helping students realize their potential, develop personal values, and become capable of contributing to society from a grounded sense of self. Learning to know concentrates on acquiring information and understanding concepts; learning to do emphasizes applying skills in real-world situations; learning to live together centers on social skills, cooperation, empathy, and responsible citizenship. While these aspects are essential for a well-rounded education, they address external competencies and social roles more than the intrinsic development of the individual’s potentials.

Developing the potentials of each individual is about nurturing the whole person—identity, values, talents, and self-fulfillment. This dimension, learning to be, focuses on who the learner becomes, not just what they know or can do. It emphasizes inner growth, self-awareness, autonomy, and the capacity to reflect and make meaning from experiences. In education, this means helping students realize their potential, develop personal values, and become capable of contributing to society from a grounded sense of self.

Learning to know concentrates on acquiring information and understanding concepts; learning to do emphasizes applying skills in real-world situations; learning to live together centers on social skills, cooperation, empathy, and responsible citizenship. While these aspects are essential for a well-rounded education, they address external competencies and social roles more than the intrinsic development of the individual’s potentials.