This article introduces a phenomenological understanding of embodiment and discusses it in relation to a somatic approach to teaching dance. The nature of bodily knowledge is scrutinized especially through Maurice Merleau-Ponty's conceptions of perception, subjectivity, and intersubjectivity. The article offers insight into the relationship between bodily awareness and the self as well as embodied ethical relationships with others. It is argued that the inclusion of somatic activities in curriculum in different fields can enhance students' self-understanding and their capacity to form ethical relationships with others. (Contains 18 notes.)