Bildung is the German and international term for an educational-philosophical key idea. 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. 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, 2018). 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). Also, for chemistry, I together with professor Vicente Talanquer from University of Arizona recently discussed the consequences of sustainability ideas on chemical thinking and action (Sjöström & Talanquer, 2018). Such perspectives – about the curriculum subjects’ relationship to sustainability issues, democracy, citizenship, action etc. – is relevant beyond chemistry and 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 most curriculum subjects. Such ideas can inform our understanding of Bildung-oriented general subject-Didaktik. The latter can be seen as the meeting point between different research areas of subject-Didaktik (Sjöström, 2017; 2018). When Didaktik-models are formulated, used and/or developed it is called didactic modelling. In this paper focus is on Didaktik-models and didactic modelling in support of the development of categorical Bildung-perspectives in curriculum subjects and – as a consequence – the development of eco-reflexive Bildung for citizenship (Sjöström et al., 2016). Implications for research in subject-Didaktik will also be discussed.