We live in a risk society, characterised by increasing complexity and unpredictable consequences of techno-scientific innovations and production. One example is the “chemicalisation” of our society. The risk society needs educated citizens who are able to understand the world and make informed decisions – in both their private and professional lives, and as citizens engaged in democratic processes and sustainability issues. (Allgemein-)Bildung is an educational ideal for the citizens (Elmose & Roth 2005) and it is according to Wimmer (2003, p. 185) “the central critical concept of modern pedagogy”. In the area of chemistry the ideal is covered by the term “critical chemical literacy”. Except for scientific concepts and models, which is in focus in “normal” chemistry, scientific processes and societal contexts are also emphasised in Bildung-oriented chemical education (Sjöström 2013). Examples of alternative practices, which will be highlighted and problematized in the presentation, include the subdisciplin green chemistry, thematic chemistry videos available online and education based on socio-chemical issues. It is argued that Bildung-oriented chemistry should be influenced by research fields/areas such as ESD research, risk education research, science and technology studies, cultural studies of science, and philosophy of chemistry. References: Elmose, S., & Roth, W.-M. (2005). Allgemeinbildung: readiness for living in risk society. Journal of Curriculum Studies, 37(1), 11-34. Sjöström, J., (2013), Towards Bildung-oriented chemistry education, Science & Education, 22(7), 1873-1890. Wimmer, M. (2003). Ruins of Bildung in a knowledge society: Commenting on the debate about future of Bildung. Educational Philosophy and Theory, 35(2), 167-187.