Abstract
The purpose of the study is to determine epistemological and methodological foundations of connection between principles of the theory of cognition and pedagogy in Kantianism. The article identifies the role of critical thinking in epistemological activity, justifies validity of extending principles of this thinking to the pedagogical sphere. Scientific novelty of the study lies in carrying out a comprehensive analysis of principles of reasonableness and freedom as a link between fundamental tenets of epistemology and tasks of personal education. As a result, it is proved that critical methodology of Kant’s theory of cognition contributes to emergence of a corresponding pedagogical model aimed at formation of an independently thinking person acting for the benefit of the society.
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