Neuroscience focused both on brain functioning and effects of situated practices on cognition are important to informing educational practice. However, newer theories of learning locate cognition outside the skin (head?) as much as inside. Learning that spans space and time and is embedded in our material world is as important in educational practice as "mental" functions. Identifying and locating the material for a new educational practice, especially a practice situated in and informed by Deaf communities, requires us to think about where cognition begins and ends. Situating learning is an important part of the re-construction of the body of the "teacher of the deaf", for example.
