<![CDATA[Introduction to the Problem: Education is essentially a process of humanizing human beings (humanization) that aims to free individuals from backwardness and oppression. In sociological reality, however, modern educational institutions in the era of globalization are vulnerable to co-optation by industrial technocracy and the commodification of knowledge, which reduce learners to passive objects through the practice of banking education (banking concept of education) and perpetuate a culture of silence (culture of silence). Purpose: This study aims to analyse critically and in depth Paulo Freire’s philosophy of humanistic education, to dismantle the structure of oppression within banking education, to formulate the concepts of problem-posing education and conscientization, and to elaborate the relevance of Freirean humanistic praxis for restoring Non-Formal Education (Pendidikan Luar Sekolah/PLS) and national education in Indonesia. Design/methods/approach: This study employs qualitative research based on library research with a philosophical hermeneutic approach and critical educational sociology analysis. Primary data are drawn from Paulo Freire’s principal works (Pedagogy of the Oppressed, Education for Critical Consciousness, and Cultural Action for Freedom), while secondary data are drawn from Indonesian cultural and educational literature (Ki Hadjar Dewantara, N. Driyarkara, I. Bambang Sugiharto, M. Agus Nuryatno, and Sudirman Tebba). Data were collected through documentary library study, while data analysis was carried out through the stages of textual reduction, categorization of generative themes, dialectical comparison, and synthesis of praxis. Findings: The results show that: (1) Paulo Freire’s humanism is rooted in the historical vocation of human beings to attain humanization and rejects every form of dehumanization produced by oppressive social structures; (2) banking education is a form of epistemological violence that reduces learners to passive vessels for storing memorized deposits, triggers alienation, and perpetuates the culture of silence; (3) Freire offers problem-posing education grounded in egalitarian dialogue, which requires love, humility, hope, and faith among learning subjects; (4) the process of conscientization moves gradually from magical consciousness and naive consciousness towards critical consciousness that is able to identify social contradictions; and (5) the synthesis of Freirean thought is highly relevant for strengthening Non-Formal Education (PLS) and Community Learning Centres (Pusat Kegiatan Belajar Masyarakat/PKBM), and for restoring the spirit of freedom of learning in Indonesia from the grip of industrial technocracy through the formation of human beings of character and critical capability.]]>
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