This paper explores how touch is key to understanding education—not as an achievement or an instrument of acquisition, but as a process through which one becomes a subject capable of both living and leading a life that matters for ourselves and others. As a process, it is concerned with how we encounter things and others in the world and not solely with what we encounter. In particular, it argues that the dynamics of touch-as both a touching and being touched by-are central for understanding educational encounters as sensory landscapes of contact. This paper turns first to Aristotle’s understanding of touch as central to life itself in order to contemplate how it is not merely one of the senses but signifies as the primary mode of all bodily contact with the world. This vital aspect will then be examined in relation to the specific ways bodies experience contact, through their membranes, morphological make up and their movements. Here, I draw on a number of philosophers and theorists, such as Maxine Sheets-Johnstone, Juhani Pallasmaa and Erin Manning, and a recent art installation The Boarding School by Sisters Hope to demonstrate how bodies matter to the very practices of education. I conclude with some thoughts on what morphologies, membranes and movements can specifically offer to a sensuous understanding of education.

本文探讨了接触是如何理解教育的关键-不是作为成就或获取手段，而是作为一个过程，使人们成为能够生活并过上对自己和他人重要的生活的主题。作为一个过程，它关注的是我们如何与世界上的事物和他人相遇，而不仅仅是与我们所遇到的事物有关。尤其是，它认为，触摸的动态（既是触摸又是被触摸）对于将教育遭遇理解为接触的感官景观至关重要。本文首先探讨了亚里士多德对触摸的理解，这是生命本身的中心，以便思考它不仅是一种感官，而且是所有身体与世界接触的主要方式。然后，将根据身体通过其膜，形态组成和运动与身体进行接触的特定方式，来研究这一至关重要的方面。在这里，我借鉴了许多哲学家和理论家，例如Maxine Sheets-Johnstone，Juhani Pallasmaa和Erin Manning，以及最近的艺术装置“姐妹姐妹寄宿学校”，希望展示身体对教育实践的重要性。最后，我对什么形态，膜和运动可以特别提供给对教育的感性理解进行了一些思考。以及最近的艺术装置“姐妹姐妹寄宿学校”希望展示身体对教育实践的重要性。最后，我对什么形态，膜和运动可以特别提供给对教育的感性理解进行了一些思考。以及最近的艺术装置“姐妹姐妹寄宿学校”希望展示身体对教育实践的重要性。最后，我对什么形态，膜和运动可以特别提供给对教育的感性理解进行了一些思考。