In this article I argue that the contested concept of "Bildung," with its roots in the late 18th century, remains of interest in the postmodern era, even if there is also certainly a debate about it having had its day. In the specific discussion about "Bildung and democracy," I suggest that Dewey's reconstructed concept of experience has several points in common with a more recent understanding of "Bildung," at the same time as it can provide insight into how democracy can be understood within the field of "Bildung." In brief, in this article I suggest that if we wish to discuss "democracy" and "Bildung," Dewey's notion of experience might offer a bridge between the two concepts, as well as an understanding of subjectivity, learning, and "communication" as a whole. Finally, I argue that communication is a necessary part of both "democracy" and "Bildung"--not because of certain human similarities, but because of the similarities in some of the problems which we humans encounter, and which we think are worth reflecting upon.