This paper examined the relevance of existentialism as a philosophical framework for reimagining education in Nigeria. It argued that the prevailing educational system, marked by rigid curricula, overcrowded classrooms, and examination-driven pedagogy, has produced graduates who often lack creativity, resilience, and authentic self-direction. By engaging key existentialist thinkerssuch as Kierkegaard, Sartre, Beauvoir, Marcel, and Camus, the paper foregrounds themes of freedom, responsibility, authenticity, and meaning-making as vital to educational reform. Drawing from African communitarian philosophy, particularly the Yoruba concept of omoluabi, it considered how existentialist principles can be reconciled with Nigeria’s communal values to cultivate learners who are both individually responsible and socially committed. Potential objections are also addressed, including concerns about existentialist individualism, policy constraints, cultural authenticity, and religious sensitivities. The paper concludedthat existentialism, when critically adapted to Nigeria’s socio-cultural and religious contexts, offers a transformative model of education capable of nurturing reflective, responsible, and resilient citizens who can contribute meaningfully to national development.
Keywords: Existentialism, Philosophy of Education, Nigerian Education, Authenticity, Communitarianism
Written By:
Adenike Margaret Dada, Ph.D
Department of Educational Foundations
Federal University Oye-Ekiti Ekiti State, Nigeria
adenike.dada@fuoye.edu.ng +2348033987756