Every educational theory has behind it a particular image of human beings and their development that supports a particular view of the learning process. This paper examines the image of children underlying Waldorf education. The paper identifies the individual and unique Self as the "third factor," that together with heredity and environment, contribute to individual development. The goal of the Waldorf curriculum and teaching methods is to unlock the true potential living in each child, the true Self, which gradually awakens to its natural and human-cultural environment and its true Self and abilities. Three seven-year phases occur through childhood and youth, each manifesting an age-specific approach to learning. From birth to age 7, learning takes place through doing, and the Waldorf educational focus is on bodily intelligence, play, oral language, and practical activities. From 7 to 14 years, the Waldorf emphasis is on a soul- and heart-oriented perception and understanding of the natural and human environment. Learning is focused on reading and storytelling, rhythmic activities, practical activities to address feelings of insecurity resulting from subject-object consciousness and inner feelings of separation, and the physical sciences, stemming from growing abilities in abstract cause-and-effect thinking. During the high school years, Waldorf education focuses on fostering moral responsibility, social consciousness, and independent thinking through integrating arts and crafts, story/history/geography, and sciences. (KB)