Drawing on John Dewey and the later Ludwig Wittgenstein, this book breaks new ground for educational research by employing philosophy as a conceptual resource to develop new methodological and analytical tools for conducting in situ empirical investigations. The first chapter explores such similarities between Wittgenstein and Dewey as anti-representationalism and the primacy of practice. These ideas emphasize overt action thereby rendering learning empirically observable and enabling the construction of the methods and analytical model introduced in chapters three and four. The chapters that follow exposit Deweyan ideas of embodiment, the primacy of the aesthetic encounter, and aesthetically expressive meaning that are underdeveloped in Wittgenstein and introduce the method of practical epistemological analysis (PEA) and a model of situated epistemic relations (SER) to investigate the learning of body techniques in the context of dingy sailing. The concluding chapter introduces practical artistic analysis (PAA) to investigate learning body techniques in the Swedish sloyd classroom.