In this article, an attempt is made to introduce a systematization of the loosely connected group of authors called "Bildungstheorie". This ought to not only be of significance for German-speaking educational science, for the concept of "Bildung" is also increasingly used internationally for the formulation and development of pedagogical issues. It is proposed that the concept of complexity could be suitable for bringing attention to common presuppositions in the theoretical dealing with the problem of "Bildung". The thesis is that "Bildung" in theories of "Bildung" is described from various perspectives as complex, meaning it is an open and uncertain interplay of components irreducibly associated with planning and governance problems. As this thesis is corroborated by means of selected positions within "Bildungstheorie", evidence is provided that complexity in educational science--differently than it may seem at first glance--is not for the first time today a theme of importance. Rather, it is demonstrated that a nascent discipline-specific complexity research can be linked to already existing traditions.