The understanding of the present and the design of the future, as well as all social and professional operations, has as its indispensable premise the essential consideration of the historical dimension. This applies to the pedagogy with the strongest reason, especially if one has regard for its professional developments in the sense of the initial training of the professional socio-pedagogic educator, and of the premise to the initial education of the pedagogist. In the pedagogical culture must have an essential role in the consideration of those sciences of education that at a time are more fertile for the elaboration and the applicativity, in a sound optics of pedagogy considered as science in the strict sense, Human and social science, which correspond to intermediate and higher intellectual helping professions.
The intercultural problems of today, generally speaking and with regard to the specifically pedagogical dimension, have their roots in the evolution of the very concept of education after the end of the age historiographically said "modern" in its own sense and narrowly, roughly three centuries from 1500 to 1700; And in the rising and imposing of racism and nationalism, with violent and humanly oppressive dynamics both within the European and Western countries, and between these staers and the wide and diversified colonies with the indigenous populations.
The course will have the center of its historical elaboration in the last 2-3 centuries, both as consideration of the way of evolving education also with regard to the creation of dimensions before non-existent but make believe millenary or always existed, as That of nationalism, that of racism, and all those of the bourgeois spirit that became dominant after the fall of the system "modern" ie characterized by absolute monarchies allied with the bourgeois with progressive exautoration of the nobles. As it will be essential to consider the epochal transition in a few decades from the late eighteenth to the early 800, with all the fluctuations of the case, it will be also and even more important to consider the next transition, begun more than half a century ago and from which it does not seem that we have yet managed to get out, giving us a new "system" to replace the one shot down without major difficulties from the years 50 and 60 of the last century.
A particular problem to be considered and contextualized, as well as to refer to the contributions for a pedagogy open to the contributions of the educational sciences, is constituted by the violence and the attitudes of human destructiveness, by so-called "necrophilia", whose treatment enriches the complex of the programme by providing future students with professional pedagogical areas in the social field the necessary cultural and exercise contribution, in a healthy integration with the complex of the other disciplines of the courses of study of the same area.