The purpose of the paper is to discuss the relationship between education and the body, seeking to clarify in a philosophical and historical perspective the complex roles that education has played over time and continues to play today. Firstly, the relationship between education and The Church is considered and the role that education has played in the restraint of the body is discussed. Secondly, the role that education has played in the training of the body and during the late 20th century in the re- training of the body for the Labor Market is focused upon. Thirdly, the contemporary role of education in the reform/regulation of the body is discussed, specifically in relation to two phenomena. On the one hand, reform and/or regulation of the body in education is exemplified in networks and co-operative action, such as The European Network of Health Promoting Schools (ENHPS). On the other hand, the body and education is discussed in relation to sex education, specifically as it is undertaken in the Swedish system. Rather than focusing on the formal relationship between the State and education and the consequences of this relationship on the body, the paper attempts to discuss the effects of education on the body, such as these are evident in programs and initiatives being undertaken within education systems today, addressing the manners in which these pre-scribe, de-scribe and de-limit the body . The premise for this paper is that "the body, and hence any mode of perception or experience, can be realised only within specific and historically shifting sociocultural contexts", focusing the study of the body and education on the "notion of corporeality as and in practice": How does the body acquire meaning? How does the body itself influence and limit the signifying practices and processes and social efforts to change the body? . Finally the paper poses questions regarding the philosophical grounds for the increasingly dominant role that education is seen to be playing in the reform and regulation of the body: What are the foundations for the reform and regulation of the body through education? How are they justified? To what extent can the reform and regulation of the body through education be seen as an impingement on the private sphere? Or has the body become a public issue ? An object of public interest? Is the body an educational problem? And, last but not least, do the ends, perceived or imagined, justify the means?