Since the alteration of scholastic standards in the school year 2014/15, more and more attention has been paid to two obligatory subjects, psychology and philosophy. Due to its long tradition, philosophy is especially in the focus. In order to fulfill the current requirements of competence orientation, philosophy has to be taught with the aim of fitting students interests and their everyday world in general. Thus, the didactic scientific as well as the pedagogical aspect of teaching have to be connected to students interests and the world in which they live. As its repertoire of original philosophical texts supports discussions about fundamental topics regarding human existence, philosophy classes based on such texts are of significant importance particularly texts in which the use of discursive-written media is of essential significance. The main issues concerning such texts are the following: 1. They regularly do not interest students in sufficient manner. 2. Due to their intricacy with regard to their content, they are hard to understand. Therefore, this diploma thesis discusses how far literature for children and teenagers is relevant with regard to teaching philosophy in the context of competence-oriented teaching. Also, it is shown whether the use of it is justified in terms of the curriculum. In order to do this, the theoretical part focusses on different aspects of such media. The role of reading is discussed first, before, as next step, individual philosophical text genres are presented in order to show their advantages as well as their disadvantages with regard to teaching in practice. In the context of this, three school books are analyzed in addition to portraying the range of teaching materials offered. Moreover, a survey designed for teachers reveals written philosophical media which are used in common philosophy school classes in order to record the utility of various materials. In a next step, the main hypothesis of this diploma thesis is discussed: literature for children and teenagers may basically support a simplified approach to philosophical questions; besides that, students can be encouraged to read. In order to examine this, elementary reasons are sought for and an annual plan for competence-oriented philosophy lessons is created. The schedule provides a connection between individual topics of the AHS curriculum and books for children and teenagers in order to legitimate this genre for school practice. In the practical part of this diploma thesis, four relatively recent books of this genre are analyzed with regard to philosophical implications as well as regarding their coherence with the curriculum. In addition to this, they are presented with the help of a feasible method. Furthermore, an innovative process for philosophy classes is conceived in connection with a non-fiction book. In addition, a lesson model is designed which contains the use of a modern picture book. Both concepts are then, including the prevailing literature for children and teenagers, empirically examined in terms of practice suitability in a Graz high school. The success of the practical realization is then evaluated by means of a survey designed for students as well as critical introspection.