In this chapter, it is argued that a democratic education and human rights discourse are insufficient genres of an African philosophy of higher education to ensure critical and transformative change in developing countries like South Africa. Instead, reconsidering African philosophy of higher education relying on a living philosophy of human action implies that imaginary responses to real-life situations are conjured up and eventually displaced in real-life situations, particularly at higher education institutions. In this way, the transformative ideal of a critical notion of African philosophy of higher education would be enhanced. It is then argued that a combined effort of explanation, resistance, and iteration is required in response to remedying undesirable human action.