This chapter proposes to re-read Gaston Berger’s philosophical work on education from the perspective of Bildung. Although the concept does not appear directly in his work, it is possible to identify several theoretical and practical influences related to this concept that are present in his writings and actions. Several dimensions of Berger’s thought take on new meaning in relation to education, such as the need to think in terms of humanity, to confront disciplines in order to rethink knowledge, and to integrate the goal of the social world into education. In order to reflect on these educational axes, it is appropriate to return to the influence of Edmund Husserl on Gaston Berger. In this chapter, we will try to make a rapprochement between Berger’s theoretical attitude, inscribed in his affinity with the German phenomenologist, and Bildung. With John Dewey, Berger makes a pragmatist turn in the sense that he also makes experience the motor of humanistic education. The empirical and experimental educational principles that Berger shares with Dewey can be analyzed in terms of their contribution to Bildung. On the one hand, the spirit of Bildung sheds an original light on Gaston Berger’s thought and can be found subtly in the new institutions of French higher education after 1950; on the other hand, it is not so much a question of looking for the scientific presence of Bildung in Berger as of making this past a factor of appreciation of the present in relation to the new doctrines of ecological transition (social responsibility and sustainability).