This chapter introduces neurophenomenology to the psychologist-educator and illustrates a prereflective, situated, enactive assessment of learning and thinking using concepts from autopoiesis and neurophenomenology. The chapter details the phenomenological approach and provides specific examples to illustrate enactive, embodied learning. The author discusses the theoretical basis of mind-body dualism, the perspectives of cognitivism and Husserl's phenomenological method, as well as the phenomenologies of James and Dewey in a psychological and pedagogical analysis of learning inherent to philosophy and epistemology. The chapter outlines how neurophenomenological praxis can lead to a pedagogy that recognizes and liberates essential forms of learning that have been devalued by our educational system as well as the practical applications of this method to portfolio learning and assessment. (PsycINFO Database Record (c) 2016 APA, all rights reserved)