Over 2 million volunteers take part in Good Deeds Day. Quite moving, indeed. But, here’s a question: Does this mean the rest of the citizens aren’t doing good? And what if Good Deeds Day isn’t as good as we think it is? 

Good Deeds Day has become a well-known, almost institutionalized event focused on doing for others. It’s one day a year where the public is encouraged to break from their routine, help, donate, volunteer– and by the end of the day, feel good about themselves. But does all this really matter? Is this what we need to improve our society? Or maybe all the attention given to this day distracts us from the real questions we need to ask ourselves every day of the year so that we can truly do good. 

First Question: Why Isn’t There a “Day Without a Bad Deed”?
Ever wondered why such a day hasn’t been established? Could such a day help us not only emphasize good deeds, but also acknowledge the negative actions we don’t stop thinking about? Why hasn’t there been a public initiative calling on us to avoid bad actions, develop awareness of selfishness, exploitation, or the anger we leave at the office in the morning or with our families in the evening? If one day a year is supposed to remind us of the importance of giving, then what about all the other days when we don’t really check ourselves? 

It seems that sometimes we prefer the “good deed” over addressing the daily existence in which we do much less good, but don’t pause to ask ourselves why. Because sometimes, the phrase “good deed” is merely an excuse for our comfort without leading to real change. 

Second Question: Who is the Real Enemy of Good Deeds Day?
Isn’t the real enemy of Good Deeds Day not the absence of good, but the branding and publicity surrounding it? It’s hard to ignore the absurdity of this situation. On one hand, we’re celebrating doing good, but on the other hand, this whole thing is wrapped in marketing labels and photos trying to give it a glamorous exterior, which doesn’t always reflect the true depth of the actions, if there is any. Is “doing good” really meaningful only if we document it, post the right picture on Facebook, or create a media segment a

bout our action? 

The need to turn an action or a human gesture into a public headline or an emotionally-charged story might cause us to forget the essence of giving itself– which is not dependent on stories or emotional media moments. 

Good Deeds Day has bec

ome a social spectacle, while giving itself remains mostly “on the surface.” Once the good deed is no longer seen as an inner commitment but as an action that requires documentation and approval, the significance of the real action

– the one that leads to deeper change– s diminished. 

Third Question: What is the Role of the Education System?
Should the education system participate in Good Deeds Day? At first glance, if the entire society is involved, it’s clear that on such a values-driven day that celebrates “good,” the education system should lead the way. But if this partnership teaches children that good deeds are reserved for one day, then it betrays the purpose. 

The education system is already engaged in various activities promoting good throughout the year, such as volunteering, fundraising initiatives, and dedicated lessons to discuss and develop the values on which “doing good” is based. So, what does “Good Deeds Day” really contribute? More volunteering? Another photo of an emotional act for Facebook? We’re already saturated with those, and at the same time, we long to raise a generation that will eventually say, “I don’t need Good Deeds Day because I do good every day.” 

How can we get there? Perhaps we need to ensure that this day, beyond performing good deeds, focuses on reflection and a deeper understanding of the meaning of giving in daily life, which doesn’t end up in a story or status. “Good Deeds Day” could also be an opportunity to appreciate those good deeds done quietly, without public exposure. We can challenge students to identify good actions that were not captured in the public eye. Maybe this will be a chance to discuss giving that is based on internal intention rather than the need for external recognition. 

We could stop the marathon of action and focus on thought and emotion. Not all children naturally understand the connection between volunteering and its broader implications for them as individuals and for the community. A child who helped renovate an elderly person’s home might enjoy not being in the classroom and might find the physical work engaging, but will that really foster a deep desire to do good? Not necessarily. What does the child understand when they finish the task? How does it impact them? Does it require them to do good again in the future? The conversation about feelings and meaning is crucial and should be given as much importance as the action itself. 

We need to stop seeking answers that paint us in a positive light and instead ask the brave questions that invite us to experience internal, everyday change.