This article reconceptualises Bildung by positioning educational worlds as its primary horizon. Educational theory has often grounded Bildung in competing ontological horizons, including cultural participation, individual self-formation, political emancipation, critical resistance, transformative self-world relations, and world-centred education. Rather than asking which of these provides the proper foundation for Bildung, this article explores how Bildung can be understood as a plural pedagogical concept capable of engaging this ontological plurality. Drawing on Object-Oriented Ontology (OOO), educational reality is conceived as a plurality of educational worlds emerging through encounters between human and non-human objects. Through ontological acts – including imagination, beholding, embodiment, and allure – educational worlds disclose possibilities for experience, reflection, and experimentation. Bildung is therefore reconceptualised as an ethical-aesthetic practice of inhabiting educational worlds through which an educational journey may emerge, revealing different educational qualities, possibilities for becoming, and ways of being.
