Informed by a cultural understanding of human sense-making, the mathematical identities of Grades 7-12 learners, teachers, and conventional curricula are explored. Due to a clash of values between mathematics and the humanities, a majority of learners do not achieve their mathematical potential. This frustrates both these learners and their teachers. A resolution to the conflict emerges from scrutinizing the conventional Plato-based (Platonist) mathematics' ontology, epistemology, and axiology that convey anti-humanistic images of school mathematics, the antithesis to the majority of learners' humanistic-oriented self-identities. Platonist mathematics is philosophically critiqued, revealing a choice amongst it being cultural, spiritual, or simply opportunistic. Its nineteenth-century anti-humanist façade is replaced by evidence-based humanistic features that the original façade was meant to hide from learners and the general public for politically inspired reasons. These humanistic-oriented features of mathematics are transposed into a proposal for a humanistic school mathematics program that will engage a large proportion of learners (Grades 7-12) in the Western mathematics actually used by adults not employed in occupations requiring advanced Platonist mathematics with its highly hypothetical and abstract reasoning. A Platonist school mathematics program, however, will play an even a greater role in preparing the minority of learners for the advanced mathematics employment sector, some of whom may enrol in both programs. The article concludes with examples of humanistic mathematics lessons and modules.