Some teachers' opposition to the high school credit system seems to be aimed at reducing students' burdens and securing the stability of education on the surface. However, from a progressive perspective, the hidden contradictions and limitations behind it are clearly revealed. Particularly, the paradoxical attitude of rejecting innovative directions in education while claiming to be "progressive educators" clearly demonstrates a deep disconnect between the philosophy of progressivism and actual practice.

The high school credit system aligns with the ideals of progressive education, aiming for democratization and equalization of education through student-centered education, expansion of diversity and autonomy, and strengthening of self-directed learning. However, the reality falls short. Some teachers passively or actively oppose it citing difficulties in course scheduling, administrative burdens, and the pressure of evaluation system changes. This reflects a conservative mentality of wanting to maintain the familiar traditional system and teacher-centered educational practices, despite outwardly advocating for "educational quality."

For example, despite the high school credit system granting students the freedom to choose various subjects and enabling personalized learning designs tailored to career paths, some teachers oppose it citing the possibility of unpopular subjects being discontinued. This shortsighted view overlooks the fundamental purpose of education and reflects a narrow-minded perspective that sees education solely as a survival strategy for teachers.

Furthermore, the introduction of competency-based assessment aims to shift the evaluation system's focus to individual student growth, yet some teachers show a passive attitude citing evaluation burdens and stigmatization effects, which is a neglect of the essence of education.

The fundamental cause of this opposition lies in lack of preparation, inadequate execution capabilities, and above all, a lack of willingness to embrace change. The teachers' union, too, is repeating the traditional pattern of "opposition for opposition's sake" rather than presenting constructive alternatives for the establishment of new systems.

Packaging group selfishness as progressivism is inappropriate. Acts that ignore student-centered educational philosophies for the sake of maintaining vested interests and obstructing change and innovation distort and undermine the values of progressivism.

True progressivism stems from actions, not slogans. The high school credit system is a crucial turning point in future education, and its success depends on fidelity to student-centered educational philosophies. True progress in education must be sought through practical preparations for a new future, even if it entails discomfort.