The aim of the article is to theoretically develop a notion of digital "Bildung" that accepts the "world" of today as characterised by the entanglement of humans and technology. I draw on Adorno's critical notion of "Bildung," Luciano Floridi's and Katherine Hayles' respective understandings of the human-technology entanglement, and the social philosophy of the American philosopher Robert Brandom to understand "Bildung" as a piecemeal process. Nevertheless, "Bildung" is a rational process of making explicit the implicit connections to which we commit ourselves by being entangled in a tech--non-tech world. The article contributes to delineating a theoretical notion of digital "Bildung" that accepts and develops "Bildung" as critically precipitating from within this entanglement--what Brandom terms a semantic self-consciousness.