Amidst the lingering prominence of idealist and rationalist traditions in the philosophy of education, the notion of living, sentient body (or "soma") seems to have received scant attention by educational philosophers hitherto. These traditions--whose strong influence can be traced back to such philosophers as Plato, Descartes, Leibniz and Wolff--elevate and privilege the import of reasoning and mind over the body, rendering the latter ancillary and even distorting to the pursuit of knowledge and truth. Drawing on the idea of somaestehtic philosophy initially proposed by Richard Shusterman, this article first discusses this philosophical outlook and then expands it by foregrounding the notion of the "libidinal body"--that is, the potentiality of the performative dimension of the soma in constructing and reconstructing knowledge. It argues that the soma itself is, in fact, the site of desire for knowledge production and reproduction. To buttress this argument, the article provides evidence from Borneo's Dayaknese communities as one of the instances of the somatic society where the practices of the libidinal body for the community's education are most conspicuous. The article ends with some thoughts on the possible research directions the philosophy of education ought to take to push the field forward in its pursuit for virtue and the good life.