My basic claim is that Bildung/éducation within schools develops mainly in and through subject-specific teaching and learning. It is based upon the mastery of content knowledge or skills and their reflection for educational value and use. Thus, it relates to the unfolding of attitudes, generalized skills and insights which are acquired within or alongside with a certain subject, yet which can be applied way beyond it, in other areas of learning, beyond school, in personal and professional life. The potential dimensions of Bildung in relation to different subjects should be identified as concrete as possible. I will present and discuss a framework of anthropological and socio-cultural aims of subject teaching as a way of fostering Bildung beyond instruction and its immediate goals. The procedure could lead to comparing the educational contributions of different domains within different national/cultural settings. In sum, individual Bildung materializes in connection with content learning and its reflection for generalized educational purposes, in responsibility for oneself, for one’s own learning and for the development of democratic citizenship as well as social well-being. Whether these “competences” can be taught or develop naturally and only over a longer period of time, remains to be discussed.