Broadly speaking, this presentation addresses the need for more rigorously integrating embodied pedagogies in education. Specifically, it asks how might foundation studies undertaken in the field encourage architecture and design students to more meaningfully ground their lines of inquiry, their works, and themselves in corporeal presence, attunement, and topos. Furthermore, this talk elucidates a series of place‐oriented practices created to help students better identify, analyze and understand the reciprocal relationships between human livability and the built environment; including the embedded interactions of their own gesturing bodies and the flesh of the world. This talk argues that important abilities such as attunement and presencing do not occur in an undifferentiated everywhere or nowhere. They occur in the body, and in and through place. It is precisely in this intermeshed state that educators ought develop and situate more pedagogies.