Over the centuries the mind-body relationship had periods of great dichotomy or integration, hopefully still to realize, which has decisively influenced the different ways of thinking and acting education. Although phenomenology, first, and embodiment, neurosciences and bioeducational sciences, then, have established an integration between these two components, nowadays seem to come back again new antinomies that do not affect anymore the mind-body relationship but the one established between the body-object and the bodysubject. It becomes necessary to reflect from an educational perspective, in order to guide educational and didactic settings toward the construction of lifeprojects, named as holistic paths of Self. It could be useful to refer to neuropedagogy and neurodidactics, as theoretical-epistemological frameworks and methodological interventions in order to promote integrated training strategies that may give to the subject frame of minds useful to interpret complexity through authentic corporeality always in movement.
Keywords: Mind, Body, Corporeality, Education, Neuropedagogy, Neurodidactics