This paper will address the notion of children as beings as opposed to children as becomings. Taking Jenks as a starting point when he states that "... childhood receives treatment as a stage, a structural becoming, never as a course of action nor a social practice. The kind of 'growth' metaphors that are used in discussion about children are all of the character of what is yet to be, yet which is also presupposed; thus childhood is spoken of as 'becoming', as a tabula rasa, as laying the foundations, taking on, growing up, preparation, inadequacy, inexperience, immaturity, and so on. Such metaphors all seem to speak of a relation to an unexplicated but nevertheless firmly established, rational, adult world. This world is not only assumed to be complete and static, but also desirable". From Jenks' sociological perspective the concept of 'child' will be viewed in a philosophical way and will be considered in relation to Kant's Practical Imperative. In so doing the moral notion of personhood will be examined as will its role function within society. Having established that children are not treated as persons, the idea that children are themselves actually persons will be discussed. Links will be made between notion of personhood and personal identity in order to create some understanding of 'child' as being, and more specifically the problem of continuous personal identity will be examined. The paper will draw on the works of Locke and Parfit in its discussion of continuous personal identity. It will be necessary to place 'child' in an historical context in order to demonstrate the changing view of children and childhood. The paper will draw on the practice of Community of Philosophical Inquiry as a theoretical framework under which society - in its treatment of children - could function. As the line between children and adult human beings becomes ever more blurred, but maintained in a power play, Community of Philosophical Inquiry is a practice which facilitates participation by adults or children and truly treats children as beings. In being thus treated individuals may participate more fully within society and work together towards a more egalitarian community. It is proposed that children are rational, reflective and reasoning individuals that require their voices to be heard as opposed to their views, opinions or lives being merely represented. It will be argued that children can and should be active, political agents within society and that they can do this through learning to philosophise. Through this philosophical and dialogical approach it will be shown that the blurring of the adult/child divide can be furthered and that, indeed, the divide should not exist at all.