Despite the acknowledgment of kinesthetic processing as a recognized learning style, physical or experiential learning generally plays a minor role in the required curriculum of educational institutions. Although the body is addressed in education from a cerebral point of view, what is often missing is the opportunity for students to learn about the body, through the body. The inclusion of somatic practices within the general education curriculum would benefit students, particularly as more and more of our actions take place virtually. This article describes how somatic practices would help kinesthetic learners, teach students how to deal with the kinds of stress that impede learning, provide an antidote to the reduction in physical contact created by increased use of technology, improve physical and mental function, open discussion about the cultural implications of physical conditioning, and offer an alternative vision of the body to contrast the ubiquitous images of sex and violence in the media.