In this article, the authors deal with the question whether the concept of "Bildung" or "cultivation/edification" is still a concept which one can use to analyse and criticise actual developments in the field of education (both in thought/discourse and in action/technique) which are themselves related to broader social transformations often referred to as processes of globalisation and as development towards a "learning society". They try to argue from the viewpoint offered by Foucault's study of transformations of power and "government"; they may become clear that "Bildung" does not define the opposite side of present power relations, but actually can be understood as a privileged medium through which a certain power apparatus has been invested. They argue that one should abandon the concept of "Bildung" in order to invent practical and theoretical ways to raise anew "the question of being-together" which has been masked in the emphasis on autonomy and contracts/consensus in the political and educational discourse of the past three centuries. The authors first sketch briefly the actual use of the concept of "Bildung". They then focus, following Foucault, on the problem of power and its conceptualisation and argue that "Bildung" functions as part of a specific power-apparatus: an individualising (and immunising) apparatus. They conclude that the question of how to elude or escape this "government of individualisation" should constitute the horizon of educational/pedagogical thought. (Contains 10 notes.)