Description: The contemporary position of educational knowledge is all over the public sphere. In a learning society, there is no space and no place left, where non-learning would be allowed. Starting from the mainstream diagnosis of contemporary society as a risky, uncontrollable and complex project into an unknown future, techniques become more and more important, which open up procedural knowledge starting from the unknown and the collective creation of the new. Large Group Interventions are those practices, which can be analyzed regarding as subjectivating PowerKnowledge. In a methodological way, Foucaults "archaeology of knowledge" is been used to analyse the "dispositive of democracy as a heterotopia between transformation and affirmation", shifting from a transformative to an affirmative discourse. As in a Foucauldian perspective, discourse is never determinating social practice, participative practices of knowledge creation and critique are to be seen as ambivalent and risky knowledge - carrying along some implications and new power-plays.Keywords: Foucault, governmentality, freedom, power, subjectitivity, educational subjectivation, dispositive of creativity, self creating subject.