Образ человека будущего, Том 7 (СИ)

Of course, such a scheme of the pedagogical process is very rough and simplified, but it is important to show that such a scheme did not focus on the main components of the human mind but not on those of its functions that should be developed in the process of the formation of man and his consciousness. Indeed, Aleksey Ivanitsky said, "the basis of consciousness is the idea of renovation, which gives highest meaning to life and determines the constant human desire for novelty" [Ivanitsky, 2004: 720]. Contemporary education, focusing on the past and memorization of it, is detached from the creation of the future and this contradiction must be solved on the way of adaptation of innovative education to the future.

This means that during the further development of innovative processes in education it is appropriate to eliminate significantly temporal asymmetry of past and future in relation to the present and to start formation of consciousness of man in a different direction.

Focus on the past in education and other sphere of human activity is "temporal strategy" of model of unsustainable development. This temporal focus was manifested in preferential formation and existence of means and mechanisms for conservation and storage of information, without which biological and social organisms cannot exist.

If learning of the past was based on memorization, the inclusion of innovative and proactive modelling in the process is based on the principles of more creative process of developing education.

In my opinion, proactive education, which was proposed for the implementation of the principle of temporal integrity, was the core of education in the interests of sustainable development.

148 Future Human Image. Volume 7, 2017

Education and Globalistics by Arkady Ursul and Tatiana Ursul

Temporal integrity and futurization education

The process of futurization of education consists of two important components, happening in the education and in its relation to other areas of human activity. Let us start from the latter relation. In order to implement the transition to sustainable development, during several generations at least it is necessary to form the consciousness of people, accepting noospheric idea, implementing new civilizational strategy, and anticipating the consequences of their decisions and actions. Such anticipatory consciousness (noospheric) is necessary to be formed not only because sustainable development in its global implementation is possible only in the future. This is due to the fact that as mentioned in the publications, a global catastrophe (or series of them), which may happen in the 21st century, won`t enable mankind to eliminate the consequences of it, as it is done now, when local disasters, emergencies happen, and then their consequences are eliminated.

As already noted above, global (and primarily anthropoecological) catastrophe can be prevented only by proactive actions, because there will be nobody to eliminate its consequences.

Therefore, knowledge and understanding of the need of prevention of catastrophes and skills of anti-crisis management in order to avoid occurrence of irreversible cataclysms, which are disastrous for humankind must be included in the education. It is possible, if innovative anticipatory noospheric consciousness, formation of knowledge about the future and the ability and willingness to proactive actions will be rapidly formed in education, being the most effective means.

Now we can come to the conclusion that education for such a global process as sustainable development will have to develop not only more rapidly than contemporary education, but also significantly anticipate other forms of activity, on which it has significant influence, orienting them on implementation of the model of sustainable development. Dynamism of futurization of innovative processes in education must be significantly different by its pace from modernization of education (although it is formed on its basis). In case of futurization, normative part of the study of the future should significantly influence on it, because this part will be the basis of formation of education for sustainable development. However, this does not exclude, but also involves a search part of the study of the future, because only in this way other more effective ways of survival and further progress of humankind can be found.

Now it is clear that the transition from modernization to futurization of education is not just a theoretical fiction of individual scientists, but it is the imperative of time, without which the survival of humankind in the form of its transition to a sustainable future is simply impossible.