Critical Education Amidst the Dominance of Technology: A Reinterpretation of Paulo Freire’s Thought in the Digital Era

Abstract

Digitalization has brought about significant changes in the realm of education. Learning processes, previously largely teacher-centered, are evolving to become more interactive, offering students opportunities for independent learning and active participation. This shift is facilitated by the use of various online learning platforms, such as Google Classroom, Moodle, and Edmodo. However, while information has become increasingly accessible, there are challenges that require attention: the difficulty of filtering vast amounts of data, the spread of emotionally driven opinions, and the assumption that information popular on digital media is inherently true. If not addressed properly, these conditions can undermine an individual's capacity for critical thinking and ethical judgment. Therefore, digital education needs to be underpinned by a critical philosophical approach; this ensures that it not only enhances technological proficiency but also fosters social, cultural, and moral awareness. Freire’s concepts such as the culture of silence, dehumanization, conscientization, and critical consciousness remain relevant to contemporary learning. Freire criticized the "banking" model of education, which positions students merely as passive recipients of information from the teacher. Instead, he proposed a liberating education that encourages students to engage in dialogue, express their views boldly, think independently, and play an active role in social change. Based on these ideas, four strategies can be implemented for critical education in the digital era: project-based learning and collaborative discussion; creativity development through a "deep learning" approach; the use of digital technology as a learning aid under teacher guidance; and the integration of deep learning principles with traditional pesantren (Islamic boarding school) teaching methods, such as sorogan and bandongan.