The author believes there are three conceptual and somatic (from the Greek, meaning "of the body") changes that could be made in order to better educate the student body and, thereby, help sustain the intellectual and social relevance of the liberal arts as a program of study. First, the commitment to what Sir Ken Robinson has called "the Enlightenment view of intelligence," in which a particular kind of deductive reasoning is prized above all others, must be reexamined in response to neuroscience research that suggests it is the interplay between the brain and body that creates the human mind. Second, one must take seriously the potential of contemplative practices to inform students' academic work in the face of a growing body of research on the impact of contemplative practices on both mental health and intellectual development. Third, one should interrogate the hyphen that separates the words "student" and "athlete" (student-athlete) so that the potential for physical activity to inform intellectual life can be usefully explored. Approached holistically, the student "body" offers an opportunity to reaffirm the importance of a liberal arts education. To sustain the place of the liberal arts in the college curriculum, one has to cross the great divide between body and brain and to create academic spaces in which one can explore the entirety of the students' embodied experiences in a thoughtful, academically vigorous manner.