In psychology, embodied cognition is a theory opposed to cognitivism (classical cognition). In philosophy, it is opposed to dualism and closely related to the extended mind thesis. Cognitivism holds that cognition not only occurs in the brain but also includes various aspects of the body and its interaction with the environment. This article explores the following: (a) the difference between classical cognition and embodied cognition, (b) the meaning of embodied cognition and its related research, and (c) the perspective of embodied cognition on learning using concept formation as an example. This paper shows that learning does not just occur at the level of consciousness but also lays the foundation and continues at the unconscious processes. The activity of the sensory-motor system occurs in the unconscious processes. If they can present in the consciousness they will help to form the concept better.