Through an examination of several key concepts within Kant's philosophical system, this paper outlines some of the implications which his philosophy holds for educational thought. In the first section we try to show that the reasoning behind his approach to philosophy can best be understood in terms of the three questions which he poses in Critique of Pure Reason and the four questions which are set forth in Logic. To the first set of questions he applies the term 'scholastic conception' (Schulbegriff), and to the second he applies the concept of 'cosmic conception' (Weltbegriff). He concludes that philosophy, if conceived in terms of the framework, exists only in the realm of 'idea'. The second section focuses on the meaning of the word 'idea' (Idee) as an essential concept in Kant's system of philosophy. For Kant an idea comes to have existence and meaning as a belief of an individual and becomes something which the individual expects can be realized universally through knowledge or science. Here the force which drives mankind toward realization of 'idea' is man's consistent effort to be guided by 'practical reason' which Kant emphasizes. Among Kant's various expressions of consistent or moral effort the concept of 'philosophize' (philosophieren), is singled out for discussion in the third section. The word philosophy originally meant, a love for knowledge. Kant has confidence that it is possible and meaningful to exhort others to love knowledge. It is suggested that this confidence is also the foundation for his interest in education. The three maxims which appear in Critique of Judgement, Anthropology and Logic can be interpreted as his explanation of the concept of 'philosophize', and in them, we find significance from the standpoint of education.