Geometry of Relationship. A Pedagogical Reflection on Embodiment Starting from Tact


  • Antonio Donato University of Bologna
  • Federico Rovea University of Padua



embodiment, aesthetic pedagogy, perception, tact, body-mind


The article reflects on the relationship between pedagogy and body moving from the sense of tact. Firstly, the question of the body-mind relationship in contemporary pedagogy is presented. Starting from the cartesian division of mind and body, we expose the main issues related to a possible overcoming of such dualism. In addition, we maintain that cartesian dualism significantly contributed to a dominance of mind over body in education. Then, we reconstruct the history of “pedagogical tact”: this concept changed from an original somatic significance to a more interpersonal sense, putting the question of the body aside. In conclusion, we maintain that re-considering tact in its somatic significance can help build innovative pedagogical theories and practices aimed at a broader reconsideration of bodies in education.


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How to Cite

Donato, A., & Rovea, F. (2022). Geometry of Relationship. A Pedagogical Reflection on Embodiment Starting from Tact. Encyclopaideia, 26(64), 59–68.