Abstract
The matter of education raises broader issues about how profit or value is extracted from or added to embodied subjects. Educational institutions seek to structure and direct people’s embodied capacities for experiencing, reflecting on, and engaging with the social, physical, and symbolic environments in which they live. The results of these educational processes can also enhance or constrain people’s ability to add value to their own lives as well as to those of others. ‘Educating bodies’ considers the mechanisms involved in body pedagogics, described by Marcel Mauss as ‘techniques of the body’, comprising biological, physiological, and social processes, as well as John Dewey’s discussion of anoetic and noetic knowledge.
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