This thesis illuminates the differences among the representatives of the world movement Philosophy for children who are trying to introduce philosophy into education. The focus is on developing critical thinking in democratic dialogue, which brings differences into the movement. The representatives differ in answering the question What is philosophy (for children)? as a result of different understandings of (child) subjectivity and teacher’s authority in teaching philosophy. This brings differences to philosophical and pedagogical level.
According to that, Philosophy with picturebooks created by Karin Murris and Joanna Haynes is presented as an approach to teaching philosophy in the context of Philosophy with children. It is based on opening up spaces for children's thinking and dialogue in a community of philosophical inquiry: the conditions of the learning process are emphasized. The framework of rhizomatic conceptualization of thinking is thus set up. It is not an individual who thinks, but the actual community, which brings a democratic impulse as a result of the interaction, listening and recognizing every child’s voice. The focus is on the importance of using picturebooks as a mitigating condition, because they can stimulate wonder and offer easier access to ideas. At the same time, picturebooks are acknowledged as a rich cultural material for the inquiry of the child's world: children rethink their lives, their views of the world, place in society, values and norms. Being involved in such process, they take up the role of knowledge co-creators, while the teacher is there to intervene only if necessary, using questions or self-questioning. The teacher should be able to be moving among different philosophies and set an example of critical thinking himself: the teacher does not decide what philosophy “is”.