Description: Not only had the public discourse on PISA changed the classical objectives and areas of education. In the end this led to a displacement of educational power. The welfare state points to the protection of the individuals by rules of law, economical security and by health-protection. On the other side one may observe the dissolution of the nation state. One of the main tasks of the nation state was the launch efficient educational arenas (Offe 1996a,b; Werler 2004). Also the globalization challenges the nation state and changes its tasks and so the guiding concepts of knowledge. Education and the educational knowledge seems to be under attack by an amalgamation of supranational bodies and the health system discourses (Åkerstrøm-Andersen 2004). WHOs health definition (1948) and the Ottawa charter on empowerment (1986) seems to change the entire concept of education. Education as a now "unprotected" system is challenged by the health system. The discourse on schools focus changes from knowledge to care, from cultural communication to enabling personal health and employment provision. The paper provides answers on following occurring didactical questions in European perspective: What happens to educational knowledge, if it is controlled by out standers? What type of knowledge is placed? Who gains hegemony? Is it the social care discourse derived from the welfare state or the technical knowledge discourse derived from globalization and neo liberal ideology? Methodology: To clarify the terms used in the education and health system a semantic (Åkerstrøm Andersen 2003, 2004) and archeological analyses (Foucault 1972, 1973, Bateson 2000) on educational and health journals (Scand.JEdR, Comparative Education, JoEP, Health Ed Research, Education for Health etc.) is carried out. Keywords which should be investigated are globalization, knowledge society, education, sustainability, empowerment, health, in the respective country. The project is carried out in a comparative perspective. The main focuses of comparison are the Scandinavian and the German speaking countries. Conclusions: Findings offer knowledge for political decision making in Europe in the health system and in the system of education. By this means a clear responsibility assignment of health providing or upbringing tasks would be possible. The clear definition of educational and hygienic tasks would strengthen the resources used in health and education. The findings may also be usefully for the development of offers geared to the target group. Furthermore consequences for educational concepts can be lined out.