According to Transcendent Philosophy (ḥikmat-e motaʿāliyeh), philosophy is a human intellectual activity whose limits are the very limits of human capability, and its goal is the perfection of the human soul and assimilation to God. However, since it is a human activity and a process through which humans attain soul-perfection, preparing the individual for reasoning is very important and essential. This is because an individual cannot attain perfection merely by memorizing doctrines and proofs; rather, becoming (ṣayrūrat) is possible through thinking. Based on this, Mulla Sadra explicitly states that imitation (taqlīd) has no place in philosophy; rather, the individual must personally discover truths through thinking and contemplation. The question of this investigation is whether, based on Sadrian principles, philosophy can be taught to children or not. Mulla Sadra considers the beginning of the rational faculty's growth to be from the time of puberty and its reaching perfection around the age of forty. Therefore, since philosophy is the work of the rational faculty, philosophizing in the precise sense is naturally difficult for an immature child from Sadra's perspective. However, given that Sadra considers all perceptions to contain a degree of abstraction and also deems the faculty of illusion (wahm, imaginative faculty) to be very close to intellection, it can be inferred that using the faculty of illusion for teaching philosophy to children is possible. This becomes achievable through teaching philosophy via stories and analyzing real-life issues, which possess the degree of particularity necessary for the faculty of illusion. Furthermore, since logic, in its application, is a practical matter, teaching logic can also be part of this. Therefore, it is argued in this article that teaching philosophy to immature children within the framework of Transcendent Philosophy, based on these principles, is possible and feasible.