Different subject Didaktik areas has contact points to (1) other educational sciences such as general Didaktik, pedagogy and education studies, (2) the school subject / subject area, and (3) practical teaching experience. In Sweden many areas of subject Didaktik have in recent decades evolved from mainly experience-based methodology to quite independent research fields. This applies, for example, to the field of Science Education. Parts of this field focuses on teaching and learning about interdisciplinary socio-scientific issues. The thesis in this paper is that such thoughts can be connected to similar thoughts in other areas of subject Didaktik. This meeting between different areas of subject Didaktik is an example of “general subject Didaktik”. Here the focus is on Didaktik models for how complex controversial issues can be used to build bridges across different subject areas in support of eco-reflexive Bildung.