In the course of reading this book, readers discover that even the fi rst elementary school tasks involving children with three-dimensional shapes allow the objective nature of geometry to emerge from the events in an elementary classroom. But this objective nature of geometry emerges each and every time from the fl esh, much like playing a game of tennis, making love, repairing a roof, or planting a garden. The purpose of this book is to push-in style and content a tribute to Hans Freudenthal-how we think and think about the “embodiment” of mathematical knowledge as something that only an incarnate being (i.e., being in the fl esh) can accomplish. To get the point of this chapter you have to enact the following task.1 Through this exploration, I intend us to focus on the phenomenology of geometrical and spatial experience-which is very different for non-Western cultures.