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This paper is the study of the nature of ‘doing philosophy’ of children as the basis of philosophy education for children. In order to discover it, this study looks at ‘doing philosophy’, as a thinking process of children. In detail, focusing on how children’s thinking and experience can be related to philosophy and with that, giving arguments for possibility of philosophy education for children as well as offering some directions and tasks for that. Until a recent date, the idea of philosophy education for children was negatively viewed dominantly. The reason for that was that philosophy was understood as a difficult study that requires logical insistence and abstract thinking system. However, philosophy is a series of thinking process that starts from ordinary life to raises questions, and to find solutions for it. In other words, philosophy is a study of a series of process to discover the source, which is looked upon as doing philosophy, instead of some kind of thought that has been accumulated by philosophical thinking. On this note, children’s daily life where they constantly raise questions about the world around them can ultimately be seen as a process of ‘doing philosophy’. If children’s philosophical life is acknowledged, then the possibility of philosophy education for children has to be acknowledged as well. The material of philosophy education for children is not ‘philosophy’ as contents which learn the professional philosophical knowledge, but ‘doing philosophy’ as a process of life which think critically about everything, caring for others’ situation, and understanding. In this,philosophy education for children should be naturally fulfilled by community of philosophical inquiry through activity and play. Along with peers and teachers, children should gain philosophical wisdom by experiencing ‘doing philosophy’.