The Presence of the Body in Digital Education: A Phenomenological Approach to Embodied Experience

In a context of pervasive digitalization the social world, both before and during COVID-19 pandemic, field education has undergone major changes with development digital practices settings. However, physical presence subjects body remain something primordial irreplaceable in traditional educational processes. Thus, it is often assumed that virtuality opposed to corporeal reality involved teaching, learning studying. this paper we aim critically challenge assumption by addressing phenomenon more original sense: as fundamental dimension corporeality itself. Drawing on Merleau-Ponty’s phenomenological insights, argue experience virtual inherently embodied fully real. We understand entangled multidimensional phenomena. At same time, leads us rethink only one possible medium which can appear inherent experience. develop our approach three instances. First, question bracket two common assumptions about corporeality. From critical perspective, disembodied digitality devirtualized represent extremes within discourses currently move. Second, address outline heuristic concept (Merleau-Ponty) describe phenomena encompass extension, intercorporeality intermediality. Finally, make some remarks relationships considering challenges education.