Pedagogy as a science has an important geopolitical role in the process of globalization and in attempt to equalize ethnic identity of each nation with the global one. While the globalization enters slowly on the „Balkan’ scene“, many of disputes appear between nations, that whether they like it or not, share this territory for centuries now.
The biggest problem occurs at that point when the Balkan states wish to claim the territory of their neighbors. The reasons for this are numerous and different, but they are all based on particular interpretations of history in each of these societies. The fact that history has tight connections with education, one of the most powerful means for creating public opinion, leads to the conclusion that the misunderstandings that exist originate mostly from different interpretations of this science called -“magistra vitae”.
This problem is most visible in multi-ethnic communities where the schools teach „ the official state’s history“, while the classes are attended by students of other ethnic groups whose history narrate the “opposite truth”. Often, these differences are the exact reasons for intolerance between the nations. Some of those examples that are nowadays cause for many disagreements in the Balkans are the Treaty of London (1913.) and the recent wars in former Yugoslavia.
This situation leads us to the doubt – can we discus about “education across borders” while in the course of history teaching there are different interpretations of common historical moments that produce constant problem in reconciliation among people of Balkans?