This paper highlights one of the key pitfalls of Pakistani educational system i.e. the pedagogical process based on narrative teaching that makes learners incapable of thinking critically which ultimately converts them into memorizing machines. In the backdrop of critical pedagogy as presented by Freire (2005), the pedagogical process prevalent in some of the selected Pakistani universities has been analyzed critically. Based on these theoretical underpinnings, the researchers observed some class-rooms of the selected universities. They found that the pedagogical process in Pakistan lacks the enhancement of the critical thinking and self-reflection among students along with their teachers who seem to ignore such elements in their pedagogical process. Thus, education can only serve its basic purpose of humanization by developing critical consciousness of learners; otherwise, it will merely keep on producing passive robots.