Description: In this paper the conference theme "Transforming Knowledge" will be discussed in the perspective of a contemporary diagnosis, which takes into account the current transformations of knowledge underlying the concepts of 'knowledge society' and 'knowledge economy'. The aim is to problematize the significance of these changes for education, focusing on the current shift in educational discourse from 'learning and competence-development' to 'creativity and innovation'. The key questions are: what exactly has happened to knowledge and to our concept of knowledge? What can be promoted, accepted and validated as knowledge in which areas? What will be the new ideals and norms of knowledge that will prevail in economy and society in general - and in the field of pedagogy and education? And what part does pedagogy and education play in this transformation of ideals and norms of knowledge? In order to sketch out answers to these questions it is necessary to develop a research strategy for the 'politics of knowledge'. This is in itself a research objective. It is also an objective to present an analysis of the practical and political consequences of the changes for knowledge production and education with focus on the current pedagogical as well as economic promotion of creativity & innovation. Methodology: The paper will carry out a theoretical study of the concept of knowledge, new practises and new forms of knowledge as articulated in official national or international governmental report and programmes including OECD, EU, and in current sociological and philosophical theories of the transitions to knowledge society and economy (Gibbons, Stehr, Weingart, Willke, Lyotard a.o.). It will be based on a broad concept of discourse analysis and different interpretive strategies and methods. A research strategy for the 'politics of knowledge' will be developed within the theoretical framework of the research programme in Social-analytical contemporary Diagnosis at the Danish University of Education (www.dpu.dk/sa) Conclusions: We expect to be able to present: An analytical strategy that will be able to grasp conflicting 'rules of acceptance', new 'regimes of knowledge', new ideals and norms of knowledge. As well as an analysis of the pedagogical implications of these changes. That is: an analysis of how pedagogy and economy become fused and bind together formerly extremely diverse concepts like humanism and economy, authenticity and productive performance, lifelong learning and development of competences - and creativity and innovation.