ABSTRACT
This chapter discusses the positions of contemporary historic-pedagogic anthropology, which rejects any form of an authoritative concept of man. It outlines a concept of man—specific to Waldorf education—that leaves development open-ended and contains the ethos of individual freedom. According to Foucault, contemporary pedagogic anthropology is of central referential importance. The actual educational program of Waldorf education contains surprisingly many topics that are being discussed in the more recent anthropological discourse and that are also called for in the name of cultural education. At a first look at the concept of the human being in Waldorf education, as it is offered to the public, people often gain the impression that it is a highly complicated, hermetic concept that is very difficult to understand. In his early works, the essential core of Steiner's thought is the perspective of a capacity for freedom of the human being.
