The purpose of this study is to describe an alternative understanding of "Bildung-centred Didaktik" through an examination of Wilhelm von Humboldt's conception and practice of educational reform--"Bildungsreform," 1809-1810--in which the concept of science ("Wissenschaft") was regarded as the fundamental goal and principle for curricular and didactic structure. Willbergh's call to revise "Bildung" with more emphasis on the pedagogical concepts is congruent with Deng's challenge to overcome the 'moribund' state of the contemporary Anglo-American curriculum studies. Re-examination of the classical figure, Wilhelm von Humboldt, who is quoted and referred to in almost every paper about "Didaktik" and "Bildung" theory in the context of curriculum research, but never examined in detail, provides a fruitful reframing of "Bildung" to the didactical principle. This paper utilizes unpublished archived material in which Humboldt argued for the roles and relationship between "Wissenschaft" and education for "Bildung" process as relational development with self and world. Humboldt argued that the purpose of school education is to encourage students to deepen their view on the world, resulting in both intellectual and moral development towards self-determination that consists of five categories: language, mathematics, science, arts and gymnastics.