In this paper, we explore how Bildung, as a process of self-understanding and transformation, can empower learners to navigate through the enormous challenges caused by drastic human impingements to the planet, widely referred to as the Anthropocene. By taking up the Anthropocene as an educational challenge, educational researchers have been increasing calls, over the past decade, for critically reconsidering established educational theories and methodologies. This quest includes disrupting categories as well as generally embracing alternative ways of thinking, so as to thoroughly reorient educational systems and processes (Common Worlds Research Collective, 2020; Gough, 2021; Hart & Hart, 2019; Hétier & Wallenhorst; 2025; Lloro-Bidet, 2015; Olvitt, 2017). In a broader sense, a shift is needed that includes interdisciplinary/transdisciplinary/cross-disciplinary, ecofeminist/more-than-humanist, indigenous, and participatory approaches (Gough & Gough, 2022, p. 392). For this shift to take place, researchers need to think “in terms of processes not concepts” (ibid, p. 393), or in other words, “we need more thinking with theory as part of the onto-epistemological framings of our research” (ibid, p. 394). As an answer to these calls, we present attempts to ‘think with theory’ to reframe Bildung away from anthropocentric humanism, which is considered to be at the core of the unsustainable developments we witness today. According to an adapted view of the notion, Bildung can be of great relevance for shaping the future of educational practice, especially in relation to the Anthropocene (Friesen, 2022; Kminek, 2024; Kvamme, 2021; Paulsen, 2021). These attempts, or (re-)framings, are currently being collected into a book that emerged from the Education and Bildung in the Anthropocene (EBAN) Network’s second international conference on the theme ‘What is the point of education in a time of emergency?’, edited by the authors of this paper. The book brings together perspectives from educational sciences, philosophy, and sociology, and collects thoughts and perspectives from the Nordic countries (Sweden, Norway, Denmark and Finland) and Germany. The present contribution aims to discuss the thoughts and perspectives presented in the planned publication, as elaborated in the introduction of the book. The paper begins with a description of the context of our collective inquiry. We then provide brief summaries of the proposed (re-)framings, such as nature, bio-region, planetary, uncertainty, solidarity, knowledge building, and ignorance. Applications and implications of these propositions to social science education – within, across and beyond school subjects are discussed.

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