Contemporary scholars, educators, and practitioners continue to engage in robust debates about how to research and practice philosophy with children and adolescents and how to theorize its foundational concepts. With a view to promoting such scholarly argumentation, this essay considers issues addressed by Wendy Turgeon and Thomas E. Wartenberg in their essay, "Teaching Philosophy with Picture Books." While agreeing with Turgeon and Wartenberg that the question of what kinds of materials are best suited to philosophizing with children continues to be an important topic of research and of debate in the field, the authors characterize the terms and the nature of the debate differently and challenge some of their arguments as well as their representations and interpretations of certain scholars in the field. The authors also present their position on systemic racism in children's literature, in academic research, and in the politics of philosophical dialogue with children. Analyses indicate that everyone involved in philosophy for children agrees with Turgeon and Wartenberg that picture books and children's literature more generally are useful for intergenerational philosophical inquiry. Philosophers and educators should weigh the relative dis/advantages of different kinds of texts in deciding which ones to use to philosophize with children for different purposes.