This chapter highlights three articles that cover anthropological concepts that tie directly to Waldorf education. Christian Rittelmeyer's article starts out from the Kantian differentiation between sensualism and rationalism; he then shows how the more recent anthropological discussion attributes a much higher value to sensualism than historic educational concepts did. Ultimately, Rittelmeyer advocates employing Steiner's concepts not as fixed truths, but as instruments for observation in a heuristic sense. Next, Jost Schieren discusses the positions of contemporary historic-pedagogic anthropology, which rejects any form of an authoritative concept of man. He outlines a concept of man—specific to Waldorf education—that leaves development open-ended and contains the ethos of individual freedom. Finally, in an internal study with a Waldorf teacher college, Albert Schmelzer pursues the question of how teachers incorporate the specific anthropological impulses of Rudolf Steiner into their teaching practice. Throughout this chapter, deeper questions regarding productivity and ideological imprints arise.