ABSTRACT
This chapter examines three expressions to link children to philosophy. They are philosophy for children, philosophy of childhood and philosophy of children. In one of its dimensions, philosophy is a practice that problematizes dominant ideas, beliefs and values. In effect, all through our experience of the world, we notice dominant orders and, at the same time, flaws or discontinuities in those same orders. No social domain is ever completed or fully self-sufficient. Wonder, suffering, bother are unique human feelings that emerge from sociability. Others like M. Benjamin have been marking the inconvenience of such a domain. Benjamin presents, basically, two reasons: an area like “philosophy of childhood” would end isolated by itself and also by other areas of philosophy, that would ignore it; and the existence of a separate area “philosophy of childhood” would violate the integrity of human life, atomizing it or breaking into fragmentized compartments.
