This study attempted to show the possibility of `the educating man` as illuminating children`s activities for development in terms of educational activities. Su ch an approach to educational research and discourse would start from the assumption of the existence of the educating man, the agent which teaches and learns spontaneously by his nature or by his cultured nature. Despite the limitations imposed by immaturity of development and a lack of experience in diverse edu cating practices, thanks to avoiding many of the current in stitutional constraints of schooling, children are able to participate in a spontaneous educational activity. In educational research, the dominant orientation of interpreting children`s educational activities can be said to exist. Since most studies on children`s edu cation are largely oriented towards mainly practical interests and concerns, children`s educational activity has not been explained or described adequ ately as a force in its own right. Moreover, such stu dies regard children as the largely passive objects in which education needs to be transmitted to and instilled in. As a result, children`s teaching activity has remained outside the focus of research and has remained largely unexplained. By the same token, their activity for learning also tends to be described from the point of view of a basically passive learner, lacking in auton omy. Reinterp reting the theories and research of Vygotskians and Piagetian regarding coop erative learning, peer tutoring, conflict for cognitive development, etc, this study found that children can serve as an archetype of the educating man : they can teach by helping other less developed children. They learn very actively and autonomously. Addition ally, they are quite cap able of forming and maintaining good educational relationships with other peers. These features could be regarded as the archetyp ical aspect s of the educating man .