Abstract: This study discusses the place of ‘nurturing education model as a form of indigenous educational paradigm in Nigerian classrooms and the ways in which this approach could help to produce politically-aware students who will become committed citizens and promote democracy. Firstly, the paper begins by defining the concept of democracy and analyzing its minimal and maximal formulations to distinguish the form most suitable for Nigeria from its more autocratic or “illiberal” forms. It then discusses the concept of education as well as the three competing educational agendas to show why the agenda of democratic equality is superior to other, now counterproductive forms. A review of the four elements of nurturing education defined as the actions of teachers and curricula most likely to foster the intellectual, social, political and spiritual lives of all students shows how this model can best promote the ideals of a well-functioning democracy. The paper moves on to discuss the crucial role of classroom dialogue in affirming student’s humanity, solving problems and sharing experiences in a constructive atmosphere. This concept harmonizes with the closing discussion on how indigenous African educational practices which emphasize development of the individual to inculcate communal obligation complement the goals of nurturing education and make it an inherently better way for Nigerian schools to develop democracy-minded students than the colonially imposed, paternalistic educational system now in place.