Flipped classroom is not a recent pedagogical idea but it flourished with the emergence of new technologies in education. This method is applied approximately the same way at all levels of education. The idea is simple: students learn the theory of the course by using distant learning and they apply afterwards, this theory during in class exercises and group work. However, this method remains, in our opinion, very didactic. How can we adapt the flipped classroom in the field of adult’s education? This article proposes to contribute on the field of research on alternative learning. To do so, we use as theoretical framework the researches on the experiential reason and the semiosis of Peirce. After a look to the characteristics of the flipped classroom, we analyze the pragmatism of the three reasons so that we can conclude with a systemic proposition of the flipped classroom in the adult’s education context.