"Bildung" is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of "Bildung" became the general philosophical framework to guide both formal and informal education. "Bildung" concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent years, the concept of "Bildung" has slowly begun to be used in the international science and environmental education literature. This paper presents a systematic analysis of the international literature concerning the use of the concept of "Bildung," with a view on its meaning in and for science education. At least five versions based on or closely connected to the tradition of "Bildung" can be identified: (a) Von Humboldt's classical "Bildung," (b) Anglo-American liberal education, (c) Scandinavian "folk-Bildung," (d) democratic education, and (e) critical-hermeneutic "Bildung." These different understandings of "Bildung" are discussed in relation to their historical roots, educational theory, critique, and their relation to philosophies of science education, such as different visions of scientific literacy. Based on critical-hermeneutic "Bildung," the paper theoretically develops views of critical-reflexive "Bildung" as an educational metatheory. It is connected to ideas of transformative learning, sustainability education and a "Vision III" of scientific literacy. Finally, some implications of critical-reflexive "Bildung" for teaching and learning are discussed.