Embodied knowledge is one that is rooted in body and contexts in life. We argue that an effort of verbalization of what body does promotes learning of embodied knowledge. Verbalization encourages attention to so far unheeded variables in body and its environment. Attention to some variables, in turn, facilitates attention to others. Another important point is to argue that sharing stories of what to attend and how to learn with other people who learn embodied knowledge in different fields and domains promotes attention to new variables which turn out to be significant to one's own learning.

We have developed two kinds of memo, called maru-memo (circular shape) and hex (hexagonal shape). Memo encourages jotting down fragments of thought and exploring spatial layout of those memos. Thinking of relations among each fragment of thought by exploring a spatial layout promotes creative thoughts and ideas. We have devised ways to use both memo-pads for the purpose of generating cycles of creative thoughts.

Everyone has a space in his or her daily life that does or does not feel at home. We call it "feeling with locating oneself in a space," "igokochi" in Japanese. An effort of verbalizing and discussing one's own "igokochi" is part of exploring one's own embodied knowledge, which is a significant research topic in cognitive science. We argue that the key of verbalizing "igokochi" contains in attending to the physical attributes and structures of a space that oneself is situated in and being self-aware of meanings and interpretations which oneself gives to those attributes and structures.

It is crucial to facilitate communication of citizens in life after the wake of the Big Earthquake. We show a project called "Tetsujin - Philosophy of Neighbors" in which we devise a way of helping each citizen verbalize on one's own pride in the community and philosophy in work and life, and sharing it in the community.

Embodied knowledge is tacit in nature. Although we try hard to represent by words what our body understands, we would feel that something significant or essential is not represent-able. However, it may not be true that tacit knowledge holds independently of words or conceptual things; external representation of fragments of thoughts may change interactions between our body and its environment, and that seems to contribute to formation of tacit knowledge. This project proposes our hypothesis about what structure tacit knowledge has in our mind, and what relationships it has with our words or conceptual things.

Living in a house is accompanied by having tactile senses to its architecture, just as in feeling being wrapped by clothes. Likewise, when we bathe ourselves in sunlight, we feel being wrapped. Discussing architecture and light that are significant components of spaces through the metaphor of clothes, and discussing wearing clothes through the metaphor of architecture or light are interesting topics of cognitive scientific research to obtain insight into what relations our body constitutes with the surrounding environment.