Rudolf Steiner, a proponent of education based on anthroposophy (the wisdom of the human being), put forth the idea of the three-fold nature of the human being:
Thinking
Feeling and
the Will
(also known as head, heart, and hands in Waldorf education).
According to anthroposophy, the primary goal of education is to nurture and develop these three faculties throughout childhood and adolescence. This holistic approach prepares individuals to actively participate in the world and tackle challenges with a profound sense of presence, drawing upon their multifaceted abilities.
By achieving a state of balance, adults can live freely and fully utilize all their capacities.
Steiner suggests that each 7-year phase of human life is characterized by a dominant aspect: Will, Feeling, or Thinking. The phase from 0 to 7 years is characterized by a dominant Will, followed by a dominant Feeling from 7 to 14 years, and finally a dominant Thinking from 14 to 21 years. As a result, Waldorf education addresses the Will life, Feeling life, and the development of the Thinking faculty of children in accordance with their specific stages of growth.
Even within these dominant phases of Will, Feeling, and Thinking, there are further sub-phases of each. A perceptive observer can witness a child progress through these stages, building upon the previous ones and gradually becoming more fully human with each passing day.
Throughout a child’s development and in human life in general, the Will—the most unconscious part of the mind or soul—serves as the foundation for meaningful existence and active engagement with the world. While the Will is an innate gift at birth, representing both the drive for survival and growth, its abundance or scarcity, and everything in between, can be influenced by the extent to which the feeling and thinking faculties are engaged during the various stages of development. Hence, one can say that life is fueled by Will, as the famous saying goes, “Where there is a will, there is a way.”
Below is my understanding of these phases of development that one can observe in a growing child.
The First Seven Years (0-7 years): Dominant Will
Sub-Phase 1: Will-Will
During this phase, the child is driven by instinct and subconscious impulses for body actions. Your newborn, for example, kicks her little feet, flails her arms, grasps objects, and sucks, all guided by her innate instincts.
Sub-Phase 2: Will-Feeling
In this phase, the child’s body actions are influenced by subconscious feelings. We’ve all witnessed a toddler’s tantrum, where their emotional state drives their physical reactions. Even acts of affection like hugs and cuddles fall under this category of feeling-induced body actions.
Sub-Phase 3: Will-Thinking
As the child progresses into this phase, their body actions are influenced by simple thought processes. It’s a joyous experience to observe your toddler engaging in a sequence of organized actions. Whether they’re imitating your actions, following simple instructions, or expressing their creativity, their body movements are now guided by thoughts.
In summary, the stages of Will-Will, Will-Feeling, and Will-Thinking represent the progression of your child’s bodily actions from instinctive and subconscious to being influenced by feelings and eventually simple thoughts. From the early days of instinctive movements to the toddler’s emotional outbursts and the joy of witnessing their growing ability to think and act purposefully, each phase is an essential part of their development.
During this foundational stage, the presence of adult educators/caregivers must align with the child’s developing Will. It is crucial to provide ample opportunities for the child to explore and unfold their Will through various engaging activities. Boundaries for exploration should be limited to distinguishing between what is safe and what is not, without imposing judgments of “right” or “wrong” based on adult emotional intelligence or thinking. This approach allows for the natural unfolding of the child’s Will without confusion or hindrance.
At this age and stage of life, children lack the capacity to understand or form moral grounds independently. Thus, it becomes necessary for adults to set appropriate boundaries. In his book “The Soul of Discipline,” author Kim John Payne eloquently describes the adult’s role during this stage as “The Governor.” A benevolent governor knows how to establish firm yet compassionate boundaries that instill a sense of safety and well-being in the child.
As an adult educator/caregiver, you have the opportunity to create safe spaces that allow your toddler to revel in the gift of abundant Will. By setting clear and kind boundaries, you foster an environment that supports limitless exploration and growth.
In summary: Embrace your role as The Governor, providing the structure and boundaries that allow the child’s Will to unfold naturally. Create safe spaces for your toddler’s boundless exploration, ensuring their well-being and fostering a sense of security.
The Second Seven Years (7-14 years): Dominant Feeling
Sub-Phase 1: Feeling-Will
At this stage, the child begins to consciously experience feelings through their body expression. As an adult, pay close attention to your child’s physical presence—their energetic body, lethargic body, excited body, bored body, fearful body, confident body, and more. Observe how their feelings manifest in their physical being.
Sub-Phase 2: Feeling-Feeling
During this phase, the child becomes aware of and consciously experiences a wide range of emotions. Take the time to watch, notice, and empathize with your child as they feel joy, sadness, loneliness, thrill, jealousy, fear, nervousness, anger, and many other emotions. Be present to support them through the emotional journey.
Sub-Phase 3: Feeling-Thinking
In this phase, the child begins to develop conscious awareness of their feelings and the interplay between emotions and thoughts. It marks the birth of their “I am” consciousness. You may observe your child reciprocating feelings, attempting to self-regulate, and seeking your support in emotional regulation. Be there for them, offering guidance and understanding as they navigate this important developmental milestone.
Through the stages of Feeling-Will, Feeling-Feeling, and Feeling-Thinking, your child is progressively developing emotional awareness and regulation. By attentively observing their physical expressions, acknowledging their varied emotions, and providing support when needed, you play a crucial role in nurturing their emotional growth and helping them cultivate a healthy relationship with their feelings.
During this crucial stage, the presence of adult educators/caregivers should be attuned to the realm of feelings. Creating a safe space and providing opportunities for children to naturally experience a range of emotions becomes essential. Within this safe space, trust is fostered between adults and children, enabling the freedom to be vulnerable.
Strengthening the Will during this phase involves extending a caring hand to children by acknowledging and embracing their emotions. Contrary to common misconception, the Will of a child dominated by feeling is largely influenced by those emotions.
As an adult educator/caregiver, tap into your capacity for empathy. Observe the child’s emotions and experiences with genuine understanding. Assist them in channeling their actions from a place of emotional regulation. In the book “The Soul of Discipline” by Kim John Payne, the role of the adult during this stage is likened to that of a Gardener. Payne writes, “A good Gardener or Farmer will watch and listen to what the earth is saying to know when to plant and when to harvest.” Watch and listen—these are the key actions for you. Remember that the child’s behavior is an expression of their emotions.
In summary: Be a nurturing presence in the child’s life, fostering emotional growth and guiding their actions based on regulated feelings. By embodying the role of The Gardener, you create a supportive environment where children can blossom and thrive.
The Third Seven Years (14-21 years): Dominant Thinking
Sub-Phase 1: Thinking-Will
The conscious experience of the innate drive to think. Now, your teenager starts to relish thinking through problems, engaging in logical explanations, and forming strong opinions.
Sub-Phase 2: Thinking-Feeling
Thought processes influenced by emotions. Ah, the teenage years! It’s that moment when you passionately express yourself through intense thoughts and actions, or lack thereof. For many of us, this phase persists into adulthood, and we navigate a world of conflicting ideas that ignite clashes of egos.
Sub-Phase 3: Thinking-Thinking
The emergence of critical thinking, harnessing the synergy of will, feeling, and thinking faculties. Reflection on our thoughts. This must be the realm of maturity! Thinking, reasoning, and engaging in the world with empathy and love.
It’s about contemplating our own thinking processes and acting upon them, guided by a deep understanding of ourselves and others.
During the third seven years of life (14-21 years), a period characterized by dominant thinking, it becomes essential for adult educators/caregivers to adopt a ‘thinking’ presence, creating a space where thoughts can be shared and exchanged. Critical thinking skills, encompassing the ability to understand, analyze, and evaluate, are fostered with empathy at the core, serving as a model for the young adults. The adult’s role involves intense engagement with the multifaceted aspects of the teen’s willing, feeling, and thinking. Embracing the theme of “agreeing to disagree while continuing to ponder and reach an agreement” sets the tone for the relationship between the adult and the teen.
Throughout this stage, strengthening the will requires thought-provoking experiences that stimulate thought-induced willpower and the need for action. Author Kim John Payne, in his book ‘The Soul of Discipline,’ designates the adult’s role during this period as ‘The Guide.’ Drawing from the book, “A good guide understands that there are multiple paths up a mountain, and a new explorer will have their unique ideas for forging new trails. This young explorer may possess special abilities to navigate previously challenging terrain.” If you desire your teenager to engage in meaningful action, start by listening to them and engaging in heartfelt conversation.
As adults, our journey through life requires us to continually strengthen our Will. This involves actively engaging our Feeling and Thinking faculties. By being aware of our emotions and tapping into the power of higher-order thinking, we gain the ability to regulate our emotions more effectively. This, in turn, allows us to manifest our Will through thoughts and actions that are influenced by a sense of emotional balance. It’s a dynamic interplay between our feelings and thoughts, where each influences and shapes the other, empowering us to navigate life with purpose and clarity.
What is it that wakes you up every morning? What is it that keeps you in action? These questions invite introspection and contemplation about the motivations and driving forces behind our actions.
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