This second chapter of "Interpreting Kant in Education" begins to contrast different interpretations of some of Kant's key terms. Kant makes many distinctions in formulating his view, most notably between spontaneity and intuition, sensibility and the understanding, things in themselves and appearances, and receptive and spontaneous knowledge. In educational theory such distinctions are typically read as dualisms, which is to say that sensibility and the understanding are understood as separate entities (getting together to produce knowledge), and appearance and thing in itself read as ontologically distinct objects. It is argued that these distinctions can be understood in a quite different way. This chapter starts by looking at Kant's conception of experience and then introduces some distinct understandings of the terms, drawn from contemporary readings and commentary on Kant. These understandings of his central concepts will be revisited and elaborated through the chapters, making for an overall picture that contrasts with the widespread 'Kantian' one in education.