Educational philosophy in English‐speaking countries tends to be informed mainly by analytic philosophy common to Western thinking. A welcome alternative is provided by pragmatism in the tradition of Peirce, James and Dewey. Still, the habit of the so‐called linguistic turn has a firm grip in terms of analytic philosophy based on the logic of non‐contradiction as the excluded middle. A body∼mind approach pertains to the edusemiotic turn that this article elucidates. Importantly, semiotics is not illogical but is informed by the paradoxical logic of the included middle. The process of reasoning is however indirect or mediated; it involves active interpretation (in a variety of forms) versus direct representation; it is analogical and connects what are otherwise doomed to remain isolated substances of body versus mind with a separation of knowledge and action. Analysing and synthesising the philosophies of Charles Sanders Peirce and Gilles Deleuze, together with a brief excursion into the cutting‐edge science of coordination dynamics, this article will demonstrate how the body∼mind assemblage is created in practice, and what may be the implications of such a stance for educational philosophy and pedagogical practice.