||The problem of lifelong professional education in the technogenic world becomes relevant for many years of effective professional activity of the person in terms of the evolving global man-made environment. One of the main educational problem today become a development of “complex pedagogy of professional education”, which takes to account all the aspects of inter-systemic convolution of human as a biosocial being, which self-organize all levels of his/her existence and create a professional picture of the world, includes the technobiod’s evolution as an experience manifestation. Classical teaching concepts based on common sense is not enough to create effective teaching practices that provide a high degree of interactivity of professional media training with the conscious control over the learning subject. It is crucial to create new approaches to lifelong learning, taking into account the specifics of the interface features of the mechanisms of consciousness in the process of self-learning and professional environments. Analysis of inter-system and intra-relations which arise in the process of generation of subjective reality and the worlds of conscious regulation of activity of the subject included in the artificial environment and the worlds of high connectivity and complexity, shows a constructive and autopoietic nature of all media with which one is dealing. Other environments are not available for human, and its perception are not included in subjective reality and activity. Human behavior in the technogenic world depends on a complex inter-system coordination of conscious and unconscious self-organizing physical and psychological processes. Violation of the synchronization process of subjective and objective reality (between the reality and the person’s worldview), leads to inappropriate human behavior in social and professional activities. We need take into account the reducing properties of conscious regulation of the subject and its dependence on the context and personal professional picture of the world, which due to its conservatism can block the learning processes. The problem of self-construction of the image determines the trajectory of the history of professional self-education in cycles of training and educational communications is currently not solved. We propose a postnonclassical model of professional experience generation. It is based on the evolutionary ideas of co-ordinates in the process of autopoietic systems joint activities of consciousness, professional communication and educational environment.