If one looks at the German educational debate on media, one can find a broad interest in film and its implicit formative ("bildenden") effects on its spectator. But despite this increased awareness of the importance of audiovisual media arrangements for individual formation ("Bildung"), almost all of the theoretical perspectives on this phenomenon still argue in a "Kantian tradition" with a given and autonomous subject. In this article the author suggests another, aesthetic, perspective that focuses on the complex relations between the film and its spectator, listener or "reader"; namely, the film experience. The research questions are: what are the pedagogical implications of film? Or is there something like a filmic "pedagogy of perception" as Deleuze claims? Which kinds of perception, affection, thinking or action are offered by the film experience? Or, which individuation generates the film experience? The article also presents a short outline of the author's current research project, where I am thinking about "Bildung," in reference to Gilles Deleuze, as "Film-Bildung," which is a becoming concept of "Bildung" that draws a line of flight between an encyclopaedic and a technical conceptualisation of "Bildung." (Contains 10 notes.)