This brief comment is intended to provide some remarks on the possibility of placing the particular entanglements of 'bodies and minds' presented in this special issue of "History of Education" in a broader theoretical and interpretative framework resorting to Michel Foucault's concept of governmentality. In my opinion, this analytical tool may be very fruitful for the historiography of education and other 'government practices' if we want to overcome the troubling dichotomy of 'bodies and minds' and interpret the varieties of pedagogical articulations of the corporeal and the mental in their singularity and in the context of the historical evolution of educational concepts and practices. [For part 1, see EJ1216387.]