Summary

Bildung was defined as an educational concept in 18th century Germany and ever
since has been framed as a particular cultural expectation of theoretical and curricular
ventures in Germany at the level of both education theory and educational policy.
However, despite its undeniable idiosyncrasy and the difficulty in its translation,
Bildung has recently become an internationally advocated glimmer of hope in circles
critical about the latest developments in education, such as standardization, teaching to
the test, evidence-based policy, high-stakes testing and the like. Evidently, behind this
endorsement there are many misunderstandings. This article is intended to contribute
to avoiding further misunderstandings by excavating the origins of the educational
conception of Bildung and by reconstructing its genealogy in the time period between
the late 18th century and the present