The conception of humanistic formation has been an omnipresent subject at college professional education. Both, in institutional statements and in more specific formative purposes, the relevance of education oriented by humanistic foundations frequently seems to be brought up. That is, regardless the debate related to the implications of conceiving to human beings as superior entities. In this essay, the humanistic formation is examined from a distinct perspective and scarcely thematized. However, as far as it is concerned, especially significant: the epistemic dimension. Accordingly, even though this topic is analyzed from a particular view, an hegemonic interpretation of Humanism does not pretend to be exposed, in contrast with its more classical sense of value orientation. With this background, three domains are proposed in order to focus the theoretical analysis, which are labeled the practical epistemic, the disciplinary epistemic, and the epistemically human. Thus, it is argued that college professional formation based on contemporary Humanism should educationally contribute to develop a comprehension of epistemic problems involved to the professional performance. This last statement comprehends, at least, a broad notion of rationality, with awareness of its limits and scope, as well as a strict commitment with the inherent complexity of personal and social problems, and ultimately, with its own meaning of professional condition.