In this paper, embodimentism is considered in terms of education. The paper attempts to reconceptualize embodimentism as a sub-theory of pedagogy. For this purpose, the metaphysical view of knowledge and the epistemological positions of computationalism and connectionism were reviewed and compared with embodimentism. It is revealed that the problem of knowing is no different from the problem of education. In addition, the review explains the necessity of interpreting this educational phenomenon from the embodied point of view in order to solve repeated educational problems. On the basis of this necessity, embodimentism is newly conceptualized in pedagogy, and educational principles and models of learning are presented. As a pedagogy, embodimentism regards knowing and experience as not being trapped in the mind or the brain. Rather, they are described as the whole process of coupling and harmonizing with the environment through the body. In this context, education is not an infusion of knowledge but a process in which both learners and the environment change through dynamic interaction. This concept will help shine a light “behind the scenes” of educational phenomena, in which traditional pedagogy has not been sufficiently interested.