Abstract:
As globalization, technology and speed of change evolves; the demand for individuals and groups capable of carrying out change becomes increasingly evident. Given the premise that it is important not only to ensure economic sustainability, but also ecological-, cultural- , as well as social sustainability; it may be interesting to look at the following question: How may education of future change agents empower them to serve the collective good? By comparing two quite different countries: India and Norway, - a critical reflection is drawn to the basis of how the collective good is given attention. In order to explore the underlying incentives in an educational setting; a qualitative analysis of field data using ethnographic method has been followed. Two different but potentially mutually beneficial approaches are discussed: Even though both countries to a certain extent are exploiting some absorptive intellectual capacities; contributing to the empowerment of future change agents holds potentially promising scope for the future given the very uniqueness of the resources that each country are holding individually. These respective capabilities are linked to differences in spirits and mindsets. This paper indicates room for innovation of education through the execution of common ground where present attitudes can be challenged.
