An Explanation of the Scope of Human Epistemology and its Educational Implications in Immanuel Kant's Thought

This study aimed to clarify the aspects of human epistemology and its educational implications within Immanuel Kant's philosophical framework. The researchers utilized descriptive qualitative content analysis, specifically employing MAYRING's inductive model to collect information. After analyzing the data, the obtained findings revealed that regarding human epistemology and its educational implications, Kant emphasizes the role of consciousness, senses, experience, and reason as sources of knowledge. The research highlights the recognition of human beings' capacity for change, aiming to improve individuals within the process of societal transformation. It underscores the role of experience as a source of knowledge and the contribution of successive generations' experiences in human upbringing, gradual habit formation instead of abrupt elimination, the elimination of rewards and punishments in education, skepticism towards them, equality and sameness of human freedom and nature, resistance against elitism and human exploitation, and the non-influence of values in education. It emphasizes the responsibility of individuals in their educational journey. Kant's perspective on the philosophy of education is based on fulfilling one's duty, which essentially stems from the practical reason and pure conscience of every human being. Regarding education, Kant believes in the elevated position of education and the potential and educability of human beings. It is important to note that Kant's perspective on human beings is humanistic and non-religious. He does not consider humans as inherently valuable or religious beings. Therefore, his educational orientation cannot be interpreted solely through ethical approaches.