Regurgitating test answers, needing more time to digest a reading, or being spoon fed information are just a few of many digestive metaphors currently used in education. In taking seriously the use of these metaphors, I suggest that humans recognize a connection, on some level, between the mental act of taking in and processing knowledge and the physical act of digestion, yet in educational discourse, these processes are more often than not cast in a negative light. The following philosophical exploration begins with a close look at two digestive practices, rumination and regurgitation, in non-human animals such as ruminants, seed-eating birds, and honey bees. By looking to these animals, it becomes possible to rehabilitate an affirmative human version of rumination and regurgitation in which our physical and mental selves are intrinsically intertwined in and through bodily education. The works of Giorgio Agamben, Tyson E. Lewis, Nathan Snaza, and Vinciane Despret support a theoretical framework which moves beyond human-centered education towards the development of an inhuman biopedagogy that embraces digestion rather than discriminates against it. I offer practical applications of rumination and regurgitation, shedding light on moments when rumination and regurgitation are already present in education, and introduces slight adjustments to these practices to enhance their positive digestive dimensions. The multi-species practices of rumination and regurgitation invite students and educators alike to slow down, return to material that needs to be rechewed, and ultimately to embrace an embodied experience of education.

Partant du thème de la pratique du fitness, l’étude qui suit explore la réalité de femmes engagées dans un rôle de coache fitness en ligne et propose une analyse sociologique de leur expérience. Dans un premier temps, le mémoire présente une réflexion sur la responsabilité individuelle de santé qui pèse sur l’individu d’aujourd’hui, renforcée par un discours médiatique populaire, le « healthism discourse », menant à une obligation morale de se maintenir en forme, de prendre en charge son état de santé par l’activité physique et l’alimentation. Cette conception de la santé a favorisé l’évaluation de l’état de santé par le corps; pour être considéré comme un individu en santé, il faut arborer un corps en forme. La nouvelle norme esthétique féminine est celle d’un corps non seulement mince, mais aussi ferme et musclé. Permettant l’atteinte d’un tel corps, le fitness devient pour de nombreuses femmes un moyen privilégié en ce qui concerne la prise en charge de leur condition corporelle. Le mémoire souligne par la suite l’émergence de l’usage d’Internet et des réseaux sociaux comme source d’information sur la santé menant à l’investissement d’entraineurs personnel sur les sites tels que Facebook et Instagram. Recourir à un soutien personnalisé dans sa pratique du fitness à partir des réseaux sociaux est désormais possible et trouve preneur plus spécifiquement auprès de la gent féminine. L’analyse de cette étude s’appuie sur des entrevues semi-directives réalisées auprès de cinq femmes québécoises qui se sont engagées dans un rôle de coache fitness en ligne sur le réseau social Facebook. L’engagement dans un rôle de coache fitness en ligne est traité comme une « carrière » à travers laquelle nous dégageons différentes phases entreprises par les coaches afin de développer leur « carrière de coache fitness en ligne » (connectée, disntinguée, constante). Nous analysons par la suite les différents outils, stratégies et discours qu’elles mobilisent afin d’encadrer et susciter l’engagement de leur clientèle dans la pratique du fitness sous l’angle d’une « biopédagogie ». / Starting from the theme of fitness practice, the following study explores the reality of women engaged in a online fitness coaching role and offers a sociological analysis of their experience. At first, the thesis presents a reflection on the individual responsibility for health that weighs on the individual today, reinforce by a popular media discourse, the ‘‘healthism discourse’’, leading to a moral obligation to maintain oneself by taking charge of their health through physical activity and diet. This conception of health has facilitated the body’s assessment of state of health: to be considered a healthy individual, one must have a fit body. The new female aesthetic standard is a body that is not only slim, but also firm and muscular. Fitness being a practice that allows the achievement of such a body, becomes a privileged means for many women when it comes to taking charge of their body. The brief subsequently highlights the emergence of the use of Internet and social media as a source of health information leading to many personal trainers investing in sites such as Facebook and Instagram. Recourse to personalized support in its practice of fitness from social networks is now possible and finds takers more specifically among women. The analysis of this study is based on semi-structured interviews conducted with five Quebec women who have taken on the role of online fitness coach on the social network Facebook. Engagement in an online fitness coach role is treated as a ‘‘career’’ through which we identify different phases undertaken by coaches in order to develop their ‘‘online fitness coach career’’ (connected, distinguished, constant). We then analyze the various tools, strategies and discourses they use in order to supervise and encourage the engagement of their customers in the practice of fitness from the angle of a ‘‘biopedagogy’’.