Образ человека будущего, Том 7 (СИ)

In relation to the formation and evolution of global education along with evolutionary there is a proposed so-called ontological approach, when education is considered not only as individual public (in the system "man-society"), but also as a universal global creative form of development, when all universum, not just socio-cultural, but also globally-natural (and universally-cosmic), being involved with man, co-evolutionizes and informationally affects the formation of personality.

Perhaps, in this broadest representation of the educational process the formation of man is considered through "the prism" of global evolutionism in a more general - socionatural system "man-society - nature". It is not just one of the processes of socialization of man, but his perception of informational evolutionary interaction with entire universe in its social and natural aspects. From the standpoint of this (so called globally-evolutionary) approach education implements the function of formation of man by informational processes in planetary cosmic system of evolution "man-society-nature". In this interpretation education is not simply as a student-centered process of socialization of the individual, but as an informational and co-evolutionary process of interaction of man, society and nature.

142 Future Human Image. Volume 7, 2017

Education and Globalistics by Arkady Ursul and Tatiana Ursul

Not only spatially global but also early mentioned its temporal integrity is important for optimization of the development of the global educational process (as well as for other spheres of human activity), which is one of most important historical and evolutionary principles. Education in contemporary super dynamic global situation cannot be limited just by continuation of translation of knowledge and other information, reflecting the world of the past and partly happening.

Proceeding from the principle of temporal integrity and identified above perspective of the evolution of the global educational process it is possible now to offer some recommendations for the contemporary development of global education, which have practical values. This refers primarily to temporal optimization of educational courses, which are included to education, i.e. gradual but discrete introduction to practice of such elements and factors (teaching materials, programs, courses and etc.), which will determine future pedagogical process from a content point of view. Main process of futurization as evolutionarily temporal optimization is in this strengthening inclusion of "factor of global future" in modern education.

Global education will fully become a proactive education, particularly if it is combined with its fundamental nature and humanization.

Now it is important to summarize the practical development of global education in dozens of countries around the world (including Russia), where already first "sprouts" of this type of education, facilitating obtaining of planetary unity of educational space emerged.

In our country until recently, global education was developed within the framework of main study activity (the concept of global prospects etc.). Practical activity in other areas of global education was realized in experimental educational projects for the development of a global mindset of active "citizens of the world" (mainly through the associated schools and the number of UNESCO Chairs).

Such highly amorphous syncretic understanding and representation of global knowledge, which was used in first concepts of global education, differs significantly from its current representation, as discussed above. It is important to continue the positive trends and fields of development of global education both in terms of expanding of the teaching of results of global studies, including as new global phenomena as the concept and strategy of sustainable development into the subject field of educational activity (especially in their noospheric orientation).

Currently education generally corresponds to both industrial and to some extent a post-industrial society. However, global transformations of education are not only aimed at the creation of an information society and the knowledge society, but planetary civilization and sustainable development, realizing the goal of survival of civilization and the biosphere preservation. These features can be implemented first in the transformation of contemporary education (including now existing experimental options for global education) into education for sustainable development.

Hereinafter emergence of noospheric education in the process of further formation of sphere of mind through global transition to sustainable development is proposed.

At least these are the next two stages of the largest and mostly anticipated globally evolutionary transformations of the world education in planetary field of development, which is considered here.