This reflective position paper explores teaching and learning of compassion in educational institutions following the theory of enaction proposed by Varela, Thompson, and Rosch (2016). In the enactive view, information processing and cognition are situated in the dynamic relationship between the embodied organism and its environment. Following such a theoretical premise, the paper reviews the stories of two compassionate educators to propose that they enact their teaching space, indirectly transforming it into a learning space of universal compassion. A new model of teaching and learning of compassion, namely, the enactive modelling through non-egocentric responsiveness-embedded stories is suggested through the paper. The study utilizes the multimodal discourse analysis methodology for the investigation of the proposed model.