<p> Personal narrative and literature review was used to explore the historical and current contexts of embodied knowing, embodied inquiry, and embodied teaching. Methods of embodied inquiry from phenomenology, somatics, and transpersonal research are described and compared. Ten common elements of embodied inquiry practices are distilled, including a dialogue between witnessing and felt sense aspects of awareness, as a tool for facilitating embodied understanding and integration. The application of embodied inquiry to teaching is explored, and the proposal that teaching and learning as a participatory embodied inquiry practice facilitates embodied understanding and transformation. </p><p>