In this chapter, multiple genres of African philosophy of higher education are examined. It focused specifically on a living African philosophy of higher education that requires people to imagine fictitious events in higher education with the intent to uncover ways as to how to respond to precarious situations. And, if such situations were to manifest in real life, students and teachers would be able to draw on their exposure to fictitious scenarios and to address some failures in the higher education system, related to governance, corruption, and unethical practices like bribery and sexual exploitation for grades. The point is to envision a challenge within higher education and proactively address it, while simultaneously considering its educational implications. In this way, a living African philosophy of higher education equips both teachers and students to respond to unforeseen challenges encountered in real-life situations. By fostering critical thinking, adaptability, and a deep sense of communal responsibility, this philosophy prepares individuals to respond deliberatively to unexpected situations.