Образ человека будущего, Том 7 (СИ)

As the authors of the introductory article to the almanac "Evolution" note, "global world (which it is becoming now) requires a global knowledge now" [Grinin et al, 2009: 7]. In our view, global knowledge is integrative general scientific knowledge, which is obtained from the study of global processes and global evolution, which in the future will serve as fundamental platform of development of all science and education of the 21st century. This new form of knowledge is necessary not only for science but also for many other spheres of practical activity, which are getting filled with global content, and primarily for education, which gradually becomes, using already obtained global knowledge (and partly creating a new, particularly in terms of pedagogy), fundamentally a new type of current and future education - global education.

Consideration of issues of global education has led experts in the field of pedagogy to the opinion that it provides education of students interest and respect for the cultures of the peoples of the world, gain of an understanding of common global origin of these cultures and attention to global events, awareness of their character and anticipation of the consequences, use of a systemic approach to the study of global processes.

Recently issues of formation of global education were associated with the prospects of open and distance education, primarily via the Internet. However, along with the formal organizational and technological aspects related more to the issue of globalization of education, conceptually meaningful aspect of global education was developing. Above all, we are talking about teaching of globalistics and concept (strategy) of sustainable development as already developing global process (now mainly in high school).

Evolution of the global education

Development of global education can be considered as a stable trend of last four decades and achievable positive perspective of further transformation of subject field of the educational

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Education and Globalistics by Arkady Ursul and Tatiana Ursul

process, which not only gets its planetary commonality and integrity, but also detects the actual and potential opportunities of globally meaningful evolution. As mentioned, these opportunities were first implemented in the transformation of contemporary education (including now existing experimental options for global education) into education for such global process of sustainable development (sustainable development), which is accepted by the international community and evolves into noospheric formation during the subsequent formation of the sphere of mind through the global transition to sustainable development. At least, they are next two stages of largest and most anticipated globally evolutionary transformations of world education in the field of planetary development, which is considered here.

These are stages, which should be studied in detail by the educational globalistics.

It is not just very inefficient, but really impossible to manage the processes of globalization and solve global and other issues effectively by means of contemporary, but "conservatively lagging" education. Education "is detached" from active participation in the search for optimal solutions in the emerging global anti-crisis activity and is not conducive to the survival of humankind. On the contrary in contemporary "conservative" form it contributes to the further "slipping" to global anthropogenic disaster, not giving the necessary knowledge and skills to get out of growing planetary crisis.

The current global transition of civilization to sustainable development and its coevolutionary interaction with nature raises the question of radical transformations of all forms and areas of social activity, including education.

The new model of world education must comply with the model of sustainable development of civilization and facilitate an innovative transition to global sustainable future.

As noted, the evolution of global education is implemented first in the transformation of contemporary education into education in the interests of sustainable development as the main educational process of the 21st century, whose preservation and development is aimed at achieving the goals and principles of sustainable development of global community. In the future education for sustainable development during noospherogenesis will be transformed into noospheric education, and in parallel with it and even more so in the future into the "globally-evolutionary" education, which is oriented at significantly more developed by noospheric science global evolutionism as a main integrative general scientific core of scientific and educational process of the present century [Polischuk, 2015; Ursul, 2015].