Differentiation versus standardization

Differentiated learning is about differentiating and individualizing learning for every student in order to enable him to grow at his own pace. But learn what? Learn the same things. The things considered suitable and necessary for everyone. How differentiated is differentiated learning that is based on a standard curriculum?
Originally, differentiated learning meant allowing a student to learn what suited him, to pursue studies according to his aptitude, propensities, temperament and skills. So some could study to be scholars, others to be craftsmen, traders and professionals of different kinds. Sounds good, democratic, fair and square? Wait a minute. Many millennia back, it was this differentiation that led to the old much dreaded caste system, an obnoxious system that began by differentiating and ended up discriminating, a system which we haven’t been able to completely shrug off many millennia and much heartburn and hurt later. It all began with harmless and well-intended differentiated learning.
So what’s the alternative? Standardization. A western concept. Everyone moves together, learns what is universally thought and recommended to be good for everyone, whatever their background, skills and temperament and interests. Equity in education to promote equity in society and equality of opportunities. Again democratic, well-intentioned. But what has it led to?
The leveling of the different intelligences and skills latent in every individual has led to repression or atrophy from which the victims never recover. The stuffing of knowledge and information deemed suitable and necessary, the emphasis on verbal and logical intelligence almost to the exclusion of many others, the insistence that everyone know the same, think alike, follow the same principles, and recognize and conform to the same standards of behaviour – though these originated from a seeming democratic philosophy are almost Machiavellian in their frightening implications for the freedom of the individual. Ironical.
Where do we go from here? What is right for our students? How can we ensure equity in education while still encouraging our students to follow their talents and skills, and find fruitful livelihood and joyful self fulfillment blend and fuse seamlessly?