Bildung is the German and international term for an educational-philosophical key idea (e.g. Horlacher, 2016). In the German/Danish/Norweigan Didaktik-tradition the notion of Bildung is central. Especially Klafki (2000) has been central in consolidating this relationship. He identified two main orientations in the understanding of the concept of Bildung: material and formal Bildung, respectively. Furthermore, he also argued for a position mixing these two views and called it categorical Bildung. More recently, for example Kemp (2005) applied the thinking of Klafki on ideas about our latemodern society. Furthermore, he discussed views of the “world citizen”. In teaching practice Didaktik-models can be used both as tools for analysis and as tools in planning of teaching (e.g. Jank & Meyer, 2003). Klafki developed Didaktik-models for Bildung-oriented Didaktik. For the science subjects (especially chemistry) professor Ingo Eilks from University of Bremen with coworkers have formulated and empirically evaluated a framework for socio-critical and Bildung-oriented science teaching (e.g. Marks et al., 2014). I myself have together with especially Eilks further elaborated on the Bildung-concept in relation to the science subjects (e.g. Sjöström, 2013; Sjöström et al., 2017). Much of this thinking – about the curriculum subjects’ relationship to sustainability issues, democracy, citizenship etc. – is relevant beyond science education (Sjöström, 2018). In this paper I will take my thinking and writing about Bildung-oriented science education as a point of departure and suggest core ideas that are common for several curriculum subjects. By making such a pendulum – from the general ideas by Klafki and Kemp, to discussing and empirically evaluating its implications on a specific curriculum subject (area), and then back to elaborating on the general views of it – I think it is possible to more in detail understand and problematize Bildung-perspectives in different curriculum subjects. It can also contribute to the discussion about the educated citizen in our latemodern knowledge and risk society.