A famous UNESCO framework names four pillars that education is supposed to rest on. Learning to know. Learning to do. Learning to be. Learning to live together. Say them slowly and something becomes obvious almost immediately: most schooling only ever touched the first two.
Learning to know covers facts, theories, and subjects. Learning to do covers skills, the practical output of that knowledge. Both get taught with real seriousness, tested, graded, credentialed. Learning to be and learning to live together receive almost no attention at all. Nobody sits a class down and teaches them how to handle anger, how to build a genuine friendship, how to know their own worth without measuring it against someone else's marks.
The result is predictable, once it's named. A person can graduate with real command over a subject and almost no command over themselves. They can know how an engine works and have no idea why they feel restless at midnight for no apparent reason. The two missing pillars were never optional extras. They were half the actual structure, and the building has been standing on the other two alone.
What would it look like to actually teach being and living together? Not as a separate subject squeezed into a Friday period, but as the ground underneath every other subject. A student learning history could also be asked what assumptions drove the people in it. A student learning economics could also be asked what they personally believe is worth wanting. None of that requires new infrastructure. It requires only the will to ask.
Most people carry this gap quietly into adulthood, filling it in later, badly, through trial and error, through relationships that fail before they understand why, through a success that arrives and doesn't satisfy. The pillars were named decades ago. Building on only two of them was always going to produce a structure that leans.