The aim of this paper is to develop a framework for learning reflective practices in organizations. The theory of post-humanism in overcoming dualistic categories (subject/object; nature/culture; mind/body) leads pedagogy to an ontological and epistemological reformulation aimed at overcoming the human/non-human dichotomy, considering the human as an integral part of the environment. This theory aims to understand the relationship between humans and objects (e.g. technology) in a constantly changing world of work. The first part of this contribution presents a critical elaboration of some models of reflective practices considered unsuitable for the liminal phases of adult life and the incessant work transitions; the second part illustrates a possible model of learning reflective practices. In this model, relational pedagogies and pedagogical personalism, in promoting a mix between interpersonal and intrapersonal aspects, contribute to the development of greater and deeper reflexivity. In this sense, collective creativity together with a shared expert intuition on the one hand and the agile mindset, practice wisdom and embodiment on the other, promote reflexive practices that encompass both a dialogical and a more introspective dimension. Both dimensions, in equally fostering the overcoming of the traditional split between thinking and acting, help the adult to reflect on the meaning of his actions. Reflexivity thus acquires a substantial value, as it is able to put the human being in the conditions to cope with the indeterminacy, complexity and continuous changes not only of the labour market, but also of the work tasks themselves following technological development.
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