The aim of this contribution is to discuss new forms of self organized learning as they appear in Norwegian classrooms today. Due the an extensive use of individualized ways of working linked to the use of Work plans as the ordering mechanism and tool for students school work – Norwegian teachers are about to transform their classroom practices from 'transcripts of transmissions' within a collective format - to 'transcripts of individual guidance' with reference to the individual child. This late modern version of child centred education seems to meet concurrent demands regarding new roles for teachers and students - but face serious challenges when it comes to schooling as Bildung formation. Fashionable versions of constructivist learning set new limitations to schooling as collective knowledge formation, and issues of what to be taught, and why, become unquestioned and accordingly pushed into the background, it will be argued in this paper.