This handbook provides an important overview of corporeality, embodiment and learning in education from both theoretical and empirical perspectives. Situating the body at the centre of educational practice, the editors and contributors introduce the concept of ¿tact¿ as a practical corporeal language. The chapters provide a spectrum of historical, conceptual, empirical and practical educational approaches for embodied pedagogical engagement. Tact and embodied knowledge form a significant component of a teacher¿s capability and professionalism: interacting with students, a pedagogue responds to them tactfully, emotionally, sensitively, and reflectively searching for the right thing to do, the right words to say, improvising in aural, linguistic, spatial, and visual way