Bildung is an old and complex concept with at least five historical elements (e.g. Sjöström & Talanquer, 2018; Sjöström & Tyson, 2022). A socio-political dimension is the most recent. As an educational concept it emerged in Germany in the mid eighteenth century (Horlacher, 2016). Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. At least five versions/traditions of Bildung can be identified (Sjöström et al., 2017) and will be described in the presentation. Based on such previous conceptualizations of Bildung, I will elaborate on a contemporary understanding of Bildung for our Anthropocence epoch. A Bildung view is always connected to values, visions and worldviews as well as identity (e.g. Sjöström, 2018). In focus in the presentation will be what I and co-authors have called eco-critical-reflexive Bildung (e.g., Sjöström, Eilks & Zuin, 2016; Sjöström, 2018). It emphasizes especially the socio-political dimension of Bildung and can be seen as an educational meta-theory for (subject) education in our Anthropocence epoch (see also e.g. Kvamme, 2021; Taylor, 2017). Based on such a meta-theory it is interesting to discuss which consequences it has for (subject) Didaktik, didaktik models and educational practice more generally (see e.g. Sjöström & Tyson, in press; for chemistry Didaktik, as an example, see: Herranen, Yavuzkaya & Sjöström, 2021 and Yavuzkaya, Clucas & Sjöström, manuscript). Or formulated in other words: How does a Bildung-oriented Didaktik for our Anthropocene Epoch look like and which theory- and practice-based didaktik models (in a broad sense) need to be developed via Bildung-didactic modelling?