Human life is not a calm, still lake; rather, it is a vast and often storm-tossed sea. In this sea, favourable winds sometimes blow, while at other times sudden cyclones disrupt everything and throw life off course. At every stage of life, these storms may take different forms—during childhood, they appear as challenges of discipline and behaviour; in adolescence, as emotional turbulence and identity crises; in youth, as temptation and loss of direction; and in adulthood, as moral compromise and neglect of responsibility.
Modern civilisation has placed in our hands fast-moving technology, comfortable lifestyles, and the alluring promise of glamorous careers. Yet amid this glittering surface, confusion, self-centeredness, consumerism, and moral laxity quietly take root. The question is, while sailing on this dazzling vessel, are we truly moving towards the real destination of life, or are we losing ourselves in a directionless journey driven by the illusion of visible success?
In today’s reality, success is often measured by exam scores, certificates, salary figures, etc. What these measures fail to capture, however, are honesty, compassion, a sense of responsibility, and the ability to make ethical decisions in moments of crisis. As a result, despite educational advancement, society is witnessing a visible erosion of humanity—corruption, violence, intolerance, and moral decay. Technology may enhance our capacity, but without moral development, that same power can become a tool of destruction. A technologically skilled but ethically bankrupt young person may engage in cybercrime, just as a highly educated but value-deficient professional can inflict grave harm on society.
Therefore, education without values cannot help individuals navigate life’s storms. At every stage of life, different forms of moral guidance are required. If children are taught honesty, responsibility, and respect, they are far less likely to drift towards violence, dishonesty, or harmful subcultures during adolescence. Adolescence, in particular, is a highly sensitive phase. Without value-based education, they can easily fall prey to substance abuse, violence, extremism, or self-destructive behaviour.
In youth, life’s storms take on yet another form, containing career pressure, competition, financial success, and social recognition. When values-based education has already taken root, a young person learns that not all shortcuts lead to success, and not every gain brings genuine well-being.
In this context, education needs to be more than exam-based; it needs to be life-oriented. One effective and practical expression of such education is the establishment of wellbeing clubs in our schools and colleges, where extracurricular activities can represent a conscious and structured effort towards character development. Through these platforms, students can learn to recognise and manage their emotions and mental stress, cultivate empathy and teamwork, develop the courage to make ethical decisions, and form a positive and meaningful outlook on life. These qualities ultimately serve as a reliable navigation system for the turbulent sea of life.
In the present era, rising levels of mental stress, depression, and lack of self-confidence among adolescents and youth are deeply concerning. These challenges are often accompanied by growing intolerance and violent tendencies. Without institutional emphasis on mental well-being and values-based education, future generations will face even greater risks. Wellbeing clubs can create opportunities for students to understand themselves, recognise their strengths and limitations.
However, such initiatives require the coordinated involvement of teachers, parents, and society. Teachers must become examples of values and ethical conduct. Parents must understand that character formation is far more important than academic grades. Society, in turn, must create an environment where honesty and humility are seen not as weaknesses, but as strengths.
At the state level, clear and structured action is essential. National education policies must prioritise mental well-being, life skills, and values-based education. Alongside the formal curriculum, effective implementation of initiatives such as wellbeing clubs can lay a strong foundation for future good governance, social stability, and humane development.
Ensuring that our children do not lose their way in the stormy sea of life is a shared responsibility. If we place a moral compass in their hands today, they will be able to steer the helm with courage even amid the fiercest storms of tomorrow. Let us therefore make a collective commitment to integrate values with education, humanity with skills, and ethics with success. Let this shared resolve become the lighthouse of the future, guiding coming generations towards a peaceful, dignified, and truly humane destination.
Dr Syed Abdul Hamid is professor of health economics at Dhaka University, convener of Wellbeing-First Initiative Bangladesh (WFIB), and chief adviser of Universal Research Care Ltd.
Views expressed in this article are the author's own.
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