Образ человека будущего, Том 7 (СИ)

It is obvious, that this task was not set by pedagogical sciences and other sciences, studying the educational process. This may be absurd, a kind of nonsense for the traditional thinking of the teacher. How to teach what does not exist yet and why new knowledge should appear in education?

However, the inappropriateness of such a question is absent, if you carefully study the process of implementation of the future and new to the educational process.

If translation of outdated knowledge in the educational process will not help the transition to a sustainable global future, it means that process should be radically changed, making it innovative largely, adapting traditional linearity and conservativeness of pedagogical mind-set.

For the survival of humankind and its transition to sustainable development, it is important to include proactive factors and mechanisms of this process, to predict and forecast the future. Moreover, if it is clear that innovative transition from unsustainable development to sustainable is necessary, it is important to bring together all existing and possible forms and trends, which can solve this basic civilizational issue of the third millennium. In fact, if pedagogical science was not based on "historical" and "translational" model of education, but was based on information and ontological model of the educational process and it would become the official global setting, it could be possible to put the question earlier about the total innovatization and futurization of education and especially the development of anticipatory and global education.

In the educational process information should be transmitted not only from past generations to the present, but also completely new information from the not yet existing future generations to the present (in the form of virtual models of study of future), as well as information about the future from the current generations. In this proposed innovative and information virtual model of the educational process past, present and future will be connected to one systemic temporal integrity. However, here comes the next question: how to obtain new information from the future and about the future?

Such information and educational virtual model contradicts not only a traditional pedagogical science, but also generally contemporary science, which relies on the facts, practice, truth and other similar concepts that form the foundation of the study process. It is obvious that the knowledge

Future Human Image. Volume 7, 2017 147

Education and Globalistics by Arkady Ursul and Tatiana Ursul

about the future cannot contain the truth and facts, which are checked in practice in past and present. In this sense, future is detached from official (factual) science, although the prediction and forecasting is recognized as a function of the theoretical level of knowledge. However, if you look closely at what is written in this case about the study of the future, actually main focus is on a linear vision of the temporal process (extrapolation of evolutionary historical trends into the future).

This means that in study of the future and its implementation in the educational process new principles, ways and forms of exploration of the future will be realized.

One of the fastest growing forms is the modelling of what may happen in the future, i.e. proactive modelling in its various forms and especially using new information technologies. This is the way of implementation of the future in innovation and the educational process, which involves the computerization, because only at the information level it is possible to make and study models of the future as regulatory (such as strategies of sustainable development), as research forecasts and predictions. There are possible as linear ways to the future from the past and present, as nonlinear innovative breakthroughs to the extent that it is possible to create models without prototypes in the past or analogues in the present.

Emphasis on the past was the "axiom" of pedagogical activity: textbooks, teaching aids, state educational standards, programs, etc., which are guided by "established" knowledge and other similar information products. If over 95% of knowledge contain information about the past in contemporary science (and mean first of all social sciences), the "educational knowledge" increases this percentage almost up to one hundred.

Schematizing, we can say that in most of cases the teacher was "a transmitter" of outdated information to students, while students were recipients of this information, which they had to memorize.