For a phenomenologically grounded embodied education

Encyclopaideia in recent years has given ample space to the issues of neurophenomenology, embodiment and the relationship between neurocognitive sciences and humanities. However, the connection between a phenomenological interpretation of embodied theory and educational issues has been investigated only marginally. In this article, which introduces a focus on this issue, we intend to continue and deepen the attempt to open a dialog that now appears particularly innovative and largely unexplored. The paradigm of the embodied theory is presented in its recent genesis and development in order to show the possible and desirable connections with the educational sciences, considered within the phenomenological perspective.