Firstly, opposing the patterns of critical thinking and individualized learning, it can be argued that they may lead students to lack respect for authority because they dare to challenge what is being taught. This concerns freedom and character (Bar-Tal, et al., 2021; Darder, et al., 2023), which may become contaminated and diverge from the noble values of the Indonesian nation. In Indonesian culture, where respect and courtesy towards elders and those with more experience are highly esteemed, approaches that encourage students to constantly question or challenge teachings may be deemed inappropriate or disruptive. Additionally, this approach may risk contaminating students’ characters with values that do not align with the nation’s noble values. When students have too much freedom without proper guidance, they may pursue personal interests or adopt values that contradict Indonesian culture and morality. Thus, placing excessive emphasis on critical thinking and individualized learning in education may be seen as a threat to traditional values. Instead, education should consider cultural and moral values that respect authority and foster unity while still providing room for intellectual and creative development. The rejection of this approach has occurred before. Knijnik (2021) discusses how right-wing populism in Brazil mobilized opposition to Freirean ideas through the “Escolas Sem Partido” movement. They claim that their movement seeks to reinforce conservative values, such as respect for authority, national pride, and traditional family structures. They believe that Freire’s ideas conflict with these values and aim to replace them with a more progressive and liberal agenda.

While some may argue that prioritizing critical thinking and individualized learning could lead to a lack of respect for authority figures such as teachers or parents, it is important to understand that fostering critical thinking does not necessarily equate to disrespect. Instead, it encourages students to engage actively with their learning process, ask questions, and seek deeper understanding. By challenging what is being taught, students are not undermining authority but rather exercising their intellectual curiosity and developing the skills necessary for independent thinking. Furthermore, in a rapidly changing world where adaptability and problem-solving skills are essential, promoting critical thinking and individualized learning becomes even more imperative. These approaches empower students to navigate complexities, analyse information critically, and make informed decisions based on evidence and rationality. Rather than being a threat to traditional values, fostering critical thinking and individualized learning can actually strengthen students’ character by instilling qualities such as open-mindedness, resilience, and intellectual autonomy. Additionally, by tailoring learning experiences to individual needs and interests, students are more likely to feel motivated and engaged, leading to deeper learning outcomes (Bar-Tal, et al., 2021; Darder, et al., 2023). This personalized approach recognizes the unique strengths and challenges of each student, fostering a sense of inclusivity and equity in education.

In implementing the author’s vision, the emphasis on the word ‘holistic’ integrates personal, social, emotional/character, and cognitive dimensions, thus teaching students how to prioritize noble character traits in accordance with the esteemed values of the Indonesian nation. Therefore, the author believes that the implementation of this vision will not result in individuals who are disrespectful, rebellious, and unruly as feared. In essence, while respecting cultural and moral values is important, education should also evolve to meet the demands of a rapidly changing world. Critical thinking and individualized learning offer pathways to not only academic success but also personal growth and societal advancement. Embracing these approaches can enrich the educational experience, equipping students with the skills and mindset needed to thrive in the complexities of the modern world.

Secondly, opponents of critical thinking and individualized learning approaches often argue that these approaches tend to produce students who are less prepared for the real world. They claim that focusing too much on critical thinking and individualized learning may result in students lacking practical skills and broader knowledge. Additionally, they argue that these approaches may reinforce subjective views and diminish the need for having solid and standardized knowledge and skills. In a more traditional environment, they believe there is a clear and standardized structure in learning, which allows students to gain a solid understanding of the subject matter (Bar-Tal, et al., 2021; Darder, et al, 2023).

In education based on critical thinking, assessment often prioritizes the process over the final outcome. Students are expected to actively engage in the learning process, asking questions, exploring various perspectives, and questioning the information they receive. Assessment in this context may include ongoing formative evaluation during the learning process, providing feedback to students to help them improve their understanding and skills. Additionally, in individualized learning, assessment is often tailored to the needs and progress of each student. Teachers can use a variety of assessment tools and methods, including task-based projects, student portfolios, and performance-based assessments to monitor students’ progress holistically. This approach allows teachers to better understand the needs and strengths of each student and design learning experiences that align with their level of understanding and interests.

In this context, top-down standardized testing regimes and outcome-focused accountability measures may be seen as incongruent with student-centered education and the promotion of critical thinking. These more traditional assessment systems may not account for the individual diversity of students and may not provide a complete picture of their actual abilities or understanding. As a result, education based on critical thinking and individualized learning often opposes or encounters barriers when faced with more traditional assessment systems.

In the author’s perspective, measuring the standard of success from the approach of critical thinking and individualized learning is through the process of each individual developing according to their intelligence and pace in a holistic integration. They are continually monitored and guided to develop into critical, ethical individuals with experience in discovering and honing their unique skills. Additionally, they also grow into individuals who are sensitive to their social environment and engaged in a fair and prosperous society according to their capacity to contribute.