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Today's world poses new challenges in all areas of society and, in general, of human life. The speed of changes in productive activities, in social life, in technology and, of course, in education, has therefore a constant uncertainty where there is not much time to reflect on the decisions that we must make, nor the direction social to which we must address. In this maelstrom of constant changes, there are those who seek to grasp concepts that have proven their explanatory richness by the hand of important intellectuals. But, without the appropriate reflective processes, these notions run the risk of being taken up in a trivial way, losing their conceptual and intellectual richness, becoming simple nominal banners that, far from providing certainty, soon fall into the game of a global dynamic characterized by emptiness and emptiness. nonsense. The objective of this work is to show how in the current resurgence of the concept of Formation, understood as Bildung, its technical dimension is privileged unilaterally, by stripping it of the spiritual and conceptual part, accessible through reason, and that is necessary for an integral development of the individual. To do this, we study a conceptualization from the neohumanist and idealist philosophical currents of the 18th century, with the intention of explaining Bildung as a process that, although it encompasses the development of technical competencies and skills, also necessarily and inevitably promotes the development of the spirit and its relationship with culture. Later, we analyze how current global educational policies use it to promote an education aimed at the development of merely productive competencies, while neglecting the potentiality of the Bildung for the development of consciousness that, in a spiritual sense, would commit the individual to their development. personal and with the transformation of their cultural and social environment.