Description: The paper is a conceptual and theoretical inquiry with links to practice. The objective and purpose of the paper is to argue for the promotion of practical philosophy to engender a participative and engaged citizenry.ABSTRACT:Philosophical Citizens - a Contradiction in Terms?This paper will consider the notion of citizenship from a philosophical perspective. It will address the negative connotations within the concept that appear often to be overlooked within education; issues such as propaganda and social control. Necessarily, in considering citizenship, the paper will examine the relationship between citizenship and democracy. There is an uncomfortable pairing of these two notions if considered in certain contexts or from some perspectives. The original notions and origins of citizenhood and democracy were not entirely as they are now held to be. Indeed, citizenship was exclusive to many sectors of the community. This has been ignored in the current drive toward citizenship education. In the paper it will be argued that the notion of 'active citizenship' needs to be explored; since the idea of action is built in to the concept of citizen then the term is somewhat redundant. Similarly, responsibility is implied within the term, yet the new Scottish document 'A Curriculum for Excellence 3-18' urges that teachers work toward creating 'responsible citizens' who are 'effective contributors'. It will be held that in presenting such terms without definition that understandings are blurred - perhaps deliberately - and indoctrination - however positive and well meaning the intention - results. The paper will also reflect, more positively, upon what Villa calls 'Socratic citizenship' and the idea that active, participatory citizenship that is able to challenge authority is desirable. It will be agued that this should not only be desirable but that it should be promoted actively and that a spirit of philosophical endeavour should be engendered. It will be asserted that the way to achieve such participation in society is through practical philosophy and that this should begin at a young age. Through philosophising, individuals will become empowered and enabled in their thinking and interactions with those in the world around them. The view will be promoted that philosophising is an inherently political act and that one cannot escape this if one is to engage with one's society and community. It will be necessary o expand upon what is meant by society and community in this and in a wider context. In discussing practical philosophy the paper will focus on McCall's Community of Philosophical Inquiry but will draw upon principles also related to Nelson's Socratic Method and Lipman's Philosophy for Children. It will be argued that individuals would benefit from undertaking practical philosophy and, as a result, society would ultimately gain.Keywords: practical philosophy, citizen, participation, democracy. Methodology: Theoretically based but links will be made to philosophical practices such as that promoted by the work of Nelson, Lipman and McCall. Conclusions: The paper will conclude that the notion of citizenship needs further examination and that often it is strongly influenced by the need, on the part of leaders, for social control. It will be asserted that by utilising practical philosophy society and its constituent members will benefit.