The contemporary relevance of Kant’s didactical ideas: The meaning of geographic maps in teaching and learning

In his lectures on education, Immanuel Kant emphasised the didactic potential of geographical maps and atlases as artefacts that stimulate and foster learning, imagination, perception, thinking, and sustain attention. According to Kant, geography is a key entry point for accessing scientific knowledge. This suggests that maps are not merely external teaching tools, but active agents in the dynamic development of spatial experience. Maps generate spatial imagination and articulate interactions between consciousness and the world. This paper examines the didactic and educational significance of Kant?s theses on maps and atlases. It aims is to explore whether Kant?s ideas remain relevant from contemporary educational and philosophical perspectives, or whether they hold only historical value. Kant?s position is connected to current perspectives in pedagogy, geography, and philosophy. The paper highlights the correlations between Kant?s statements and the epistemological basis of geography and cartography. It also proposes possible ways to exemplify Kant?s ideas in teaching practice. The findings show that Kant?s theses, along with their epistemological and didactic framework, raise a series of important educational questions and anticipate new enrichment solutions for contemporary teaching practice.