The purpose of this paper is to extend understanding of Richard Shusterman’s somaesthetics to education. In order to do so, John Dewey’s pragmatism will be placed in between somaesthetics and education. Dewey played an essential part in the development of somaesthetics――not only its genealogy but also its fundamental concepts, for instance, “body”, “practice”, and “body consciousness”. Examining Shusterman’s understanding of Dewey’s pragmatism will help to clarify the pragmatic aspects of somaesthetics.
To examine the possibility of extended understanding of somaesthetics for education, the philosophy of physical education will be considered. Somaesthetics provides pragmatic viewpoints on the philosophy of physical education. From this viewpoint, the philosophy of physical education sould be based on live somatic experience rather than on foundationalism.