In order to deepen democracy in organizational settings in, of and between organizations (Göhlich et al. 2014), we focus on virtual and collective leaning settings and reflect on the potential and variations of bodily and image based meta-communication. The primarily theoretical and conceptually oriented paper – which includes practical observations as well as first empirical insights – reflects on the potential of two different approaches of meta-communication: Both Social Presencing Theatre (Dutra-Goncalves & Hayashi 2021) and the pattern language of commoning (Bollier & Helfrich 2019) offer potentials to transform perceptions and co-create common democratic futures of organizing. How can these arts-based and embodied practices (ABE) contribute to generate spaces of reflexivity and meaning-making? How can they be applied in digital settings of organizational democratization? How do they contribute to bodily awareness, to cognitive knowledge, to aesthetic and social awareness as well as ethical sensibilities (Payne 2017, Woods & Woods 2010)? By addressing virtual aesthetic educational approaches to learning in, of and between organizations, we argue for post-digital aesthetics as tools for and in processes of collective learning of organizational education. Building on critical explorations of ‘post-digital’ aesthetics (Ferreira & Ribas 2020) and reflecting on those online ABE practices we discuss the potentials of deepening democracy in organizing and by this contribute to new approaches of organizational change and transformation. This reflection is connected to the deeper analysis of underlying conceptualization of material-cultural conditions, societal structure and forms of perception and practices. Educational settings in the post-digital age (Klein 2019) here refer to subjectivities and subjectivations in dynamic and socio-techno-material constellations (Floridi 2015: 9). Socio-techno-material constellations are thought of as always given in tension field between normative orders and transformative practices. Participatory inquiries into conditions and practices of subjectivation therefore refer to the notion of ‘becoming’ (Braidotti 2019) and by this differentiate subjectivities in organizational education settings, which are understood as embedded as co-agentic constellations between humans, digital technologies and other materials in those spaces. Both social presencing theatre and pattern language of commoning might support ethical growth. By one’s body-in-relation or by the imaginary reflexivity of the different pattern languages, ethical sensibilities might emerge from the “affective charge” of proximity with others (Woods 2016: 44) and of reflexivity to ‘meta’ questions of social togetherness, self-organization and cooperation.

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