This article is a fragment of a larger study on anthroposophy and Waldorf education, which places itself as a contribution to the current educational paradigm. The theoretical framework brings epistemological studies of Rudolf Steiner and Marcelo da Veiga, in the light of anthropology of imaginary by Gilbert Durand and the anthropology of knowledge complexity by Edgar Morin. The ethical individualism is presented as a result of the cognitive theory proposed by Steiner as a fundamental part of his worldview in which Waldorf education falls. It draws a parallel between the revelation, treated by Durand, in the traditional man's view, and intuitive thinking acquired by self-reflection, proposed by Steiner as path of individual development. Both ways lead to claim evolution of the human soul through a cognitive development. Steiner discovers through his studies, the way to express, within the classical paradigm prevailing in his time, how humans can lead their knowledge to spiritual revelation, which he called intuitive thinking. According to Veiga (1996), Steiner opens a possibility of human cognitive expansion addressing mental and spiritual aspects, belonging to the noosphere, which may ultimately be proved if man intentionally develops enlarged viewing. This observation capacity expands through internal procedures and exercises that depart from rational thinking.
Anthroposophy; cognition; ethical individualism; imaginary and complexity