Abstract

This article examines the relationship between Philosophy for/with Children and democracy from both theoretical and empirical perspectives. The first half of the article draws on the theory of deliberative democracy to identify some democratic aspects of Philosophy for/with Children. The second half of the article empirically investigates the way in which we can practice Philosophy for/with Children as a practice of deliberative democracy. To this end, the article illustrates the classroom activity designed by the authors, the aim of which is to enable students and teachers to visually share the phenomenon of “preference change” and “consensus-making.” Drawing on the empirical findings, the article explains theory, method, practice and democratic contributions of the activity.