In this ninth chapter of Interpreting Kant in Education, I respond to familiar criticisms in education theory of a dualism that is seen to be at the heart of Kant's philosophy. This, and related charges of a detached conception of mind, are addressed through a discussion of concepts—conceptual unity, conceptual distinctions, how these are learnt and developed, and the idea of a dynamic system of concepts. Sebastian Rödl's work on the general and particular is used to re‐emphasise the unity of the capacities in perception and experience, and to help show how thought and reality can be understood together. Alternative interpretations of Kant's terms, introduced through the chapters, are expanded on, to bring out more of the fine‐tuned richness of Kant's view that is obscured in characterisations that make up the familiar ‘Kantian’ picture in education. The aim is to further delineate the Kant who is not a ‘Kantian’.