Abstract: There are numerous issues within "Immanuel Kant on Education" that require further clarification and interpretation. In terms of the rigor of argumentation, "Immanuel Kant on Education" is found wanting, which is understandable given that Kant initially did not intend to write a book, and his health condition also prevented him from reviewing Linke's compilation. Kant's pragmatic anthropology is one of the foundations of his pedagogy, giving it an empirical dimension. Aesthetic education is missing in "Immanuel Kant on Education, " perhaps because Kant did not have time to contemplate this issue at that time, but this does not mean he did not value it. In the "Critique of Judgment, " Kant explored this matter. In "Immanuel Kant on Education, " Kant believes that humans have an innate propensity for good, but his view of human nature is not complete, which lacks the inclination towards evil mentioned in "Religion within the Bounds of Bare Reason". "Immanuel Kant on Education" clearly presents the fundamental purpose of education, which is to enable people to live with dignity. Kant's pedagogy concludes a sacred dimension. And related to this, while he is cautious about children's curiosity, he also values their "wonder".