The paper aims at presenting some theoretical reflections on the phenomenon of incompleteness of education. The idea of education as incomplete has been developed upon the basis of empirical analysis considering the problem of transitions from higher education to professional life in different European countries. (These are provided within the 5th Framework Programme of The European Community.) According to empirical results on the Polish sample one might notice the inability of academic institutions to fulfil material, organisational, and conceptual requirements of successful education performing its both societal and economic functions. Nor it does not appear to meet students' needs and interests pertaining to their visions of both future professional roles and professional competencies. In the light of empirical analysis, the consequences for students' achievements that could derive from such an unsatisfactory state of affairs are twofold. Some of them could have a deleterious impact on students' learning achievements and their future outcome. On the other hand such a situation, surprisingly enough, evokes valuable, exrtacurricular constructivist strategies of learning, which are autonomously developed by students. Remarkable as it may seem, learning activities are situated here within the field crossing out the traditionally established division between institutional and life-world contexts. They place subjects' 'living' learning experience in a particular space that might be interpreted in the light of concepts of the third space by H. Bhabba, the concept of borderland culture by M. Baktin, and the idea of in-between space of educational experience formulated by G. Biesta. Herein, 'living learning' strategies assist with developing subjects' professional competencies in a creative and reflexive way, stimulating social cooperation within groups of people, and - what seems especially significant - they lead subjects to construct reflexive professional identities, that - in relevance to what A. Giddens argues - could be of advantage for adjusting changeable cultural conditions of postmodern times. The phenomenon of the incompleteness of education, when interpreted from the perspective of critical pedagogy, presents considerably more optimistic view on visions regarding formal education as an instrument for the oppressive colonization of subjects' world-life cultures that are articulated by such theoreticians as P. Bourdieu, B. Bernstain, and H.A. Giroux. Thus, not only can be perceived the phenomenon of the incompleteness of education in a perspective of its plausible potential for empowering particular subjects but also as a force of resistance against colonizing domination of bodies of academic cultures towards life-world (Lebenswelt) learning cultural settings.