The study of human anatomy has long served as a nexus of scientific inquiry, cultural practice, and political contestation. This introductory chapter synthesizes 12 pivotal studies spanning five centuries of anatomical pedagogy, revealing three enduring tensions: the ethics of bodily knowledge, the mediation between art and science, and the politics of inclusion and exclusion. From Renaissance dissection theatres to modern virtual reality labs, anatomical teaching has mirrored and reinforced societal power structures, often at the expense of marginalized communities. The chapter explores how figures such as Vesalius relied on executed criminals, how nineteenth-century resurrectionists exploited the poor, and how contemporary plastination and virtual reality technologies introduce new ethical dilemmas. It also examines the intersection of art and science through wax models, pathological illustrations, and medical imaging, highlighting how representation shapes perception. In addition, the chapter critiques anatomy’s role in colonialism, professional hierarchies, and social policy, exemplified by racialized skull collections and an anatomical approach to welfare reform. By analyzing these historical and modern case studies, it is argued that progress in anatomical education must reckon with its exploitative past and embrace inclusive, ethical frameworks. The conclusion calls for decolonizing anatomical collections, ensuring transparency in modern practices, and prioritizing pedagogical approaches that honor human diversity and dignity.