A great deal of research has been conducted on Kant's writings, particularly regarding his lectures on pedagogy. Therefore, the announcement of having found new perspectives on Kant's educational understanding seems not only fearless but also somewhat bold. Nevertheless, an attempt to describe this - albeit primarily limited to Kant's educational theory - will be made here. Within this framework, it should first be pointed out that in previous discussions, which have been highly successful in many respects, some fruitful perspectives of Kant's educational theory have been overlooked. Secondly, some conceptual shortcomings will be addressed, which partly relate to the authenticity issues of Kant's pedagogy, partly to its reception and interpretation history, and partly to Kant's own responsibility.