Knowledge and human motricity, approaches and challenges

As a human process, knowledge has been historically understood as a disembodiedphenomenon. However, current trends in neurology and philosophy provide frameworksthat enable us to state that knowledge is based upon the embodiment dimension ofthe human being. Such view offers new ways and challenges to Education as a whole;e.g. reformulating a new praxis and jargon of what is called Human Motricity aswell as of conception and learning processes