Microphenomenology of the Lived Experience of Enaction and Education of the Mind

Enaction, as an experience of codonation, can be described from a microphenomenological perspective on the basis of its temporal, qualitative and experiential components. A method for exploring this experience has been described by Varela as “attention-vigilance”. It consists in educating the mind so that it acquires a capacity for attention to the microprocessual dynamics that generate, by synthesis, the processes of donation from which experience, rather than being the result of representations, is presentational. The aim of this article will be to clarify the Varelian proposal of enaction in relation to the microphenomenological description approach of experience, to consider its links with the practice of vigilant attention, and to examine the consequences generated by this approach in the field of adult education.