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This article discusses the foundations and suggestions submitted by feminist epistemologists for the Philosophy for Children (P4C) Program. The P4C program aims to help children learn to think freely, critically, and independently, express their own ideas, respect others and their ideas, and think as a community. Feminist epistemology criticizes the claims of traditional epistemologies that there is an impartial subject abstract, free from individual differences, and that this subject can represent reality as it is owing to his neutrality, that is, it can reveal objective and universal knowledge on his own. According to feminist epistemology, traditional epistemology with these claims masks the understanding of knowledge that is essentially masculine or biased. In fact, the knower is partial, positioned; knowledge is historical, perspective; the basis of objective knowledge is not the representational abilities of individual knower; objective knowledge can only be achieved through the dialogue of multiple perspectives due to the social nature of knowledge. This type of objective knowledge is still historical and social; and does not claim universality or general validity. This understanding of feminist epistemology also destroys the understanding of “intellectual authority” produced by traditional epistemologies. Accordingly, no knowledge is acceptable without questioning. This understanding of knowledge provides an important foundation for the very application of P4C’s principle of raising free and critical thinkers and testing claims by comparing the perspectives of community members. Apart from this, it reminds us of the importance of the facilitator not being a figure conveying the knowledge and directing the discussion toward a certain truth ideal during the implementation.