This chapter summarily reviews learning theories as well as the methodologies that have shaped neurophenomenology in order to demonstrate its applicability to understanding adult transformative learning as embodied, enactive, and situated. Examples of pedagogical praxes are presented, which will elucidate the use of, and advocacy for, a neurophenomenological portfolio assessment. Proposed is a portfolio assessment, which includes phenomenological observations, teacher auto-ethnographies, and first-person (student) narratives of experiential learning that can be front-loaded into third-person, neuro-experimental research. Ultimately, this work provides liberation of these aforementioned ways of learning from educational subjugation when formal education and brain-based education remain steeped in Cartesianism and cognitivism.