Образ человека будущего, Том 7 (СИ)

Futurization of education is a necessary component of the transition to education for sustainable development (ESD). ESD is not just a new field in contemporary education and not even its modernization. ESD in its developed and holistic form is a fundamentally new form. If you wish, it can be called a radically different type of innovative education, which fully corresponds to evolutionary ontological approach to education. Indeed, in this case formation of man, which is carried out with the help of ESD, will be fully included in the ontology of the process of transition to sustainable development.

However, during the formation of ESD anticipatory processes cannot be reduced just to a more rapid and accelerating process of taking a priority place by education (with science) in civilizational transition process to a new evolutionary strategy. Processes of futurization must occur in the content of education, when this content will be more and more filled with "innovative future". Contemporary education even in terms of accelerated development of

Future Human Image. Volume 7, 2017 149

Education and Globalistics by Arkady Ursul and Tatiana Ursul

innovative processes and modernization in it still remains very conservative system, mainly due to the dominant ideology of learning to fundamental educational knowledge, which even because of this interpretation shouldn`t be new knowledge at the same time.

Emergence of anticipatory mechanisms and forms in innovative educational process is caused primarily by accelerating of process of aging of as scientific, as also educational knowledge and acceleration of generation of scientific (and technical) information. According to estimations of experts, working in the information field, doubling of the scientific and technical information now happens less than for a year, possibly even for ten months (although doubling of all information, not just scientific, takes just a few days, taking into account contemporary global communications and especially Internet). This requires, of course, replacement of outdated technologies and means, forms of scientific knowledge, functioning in the sphere of education (educational knowledge on new more contemporary forms (on what "smart education" is aimed), but also simultaneously generation and implementation of other ways of transformation of this knowledge and means of knowledge.

Among these methods, which should be in focus of teachers-innovators, synthesis and interdisciplinary synthesis and fundamentalization of scientific knowledge, which is "implemented" in the educational system and functions here for a certain time. Moreover, the reason is obvious: more general and fundamental knowledge becomes outdated much slower and therefore it does not require additional educational and methodical work. However, it is hardly possible to restrict solutions just by synthesis even of general scientific knowledge and fundamentalization of knowledge and it is necessary to make a positive innovative movement from "imperatives of modernity" on the way of futurization of education as general civilizational process and formation of innovative anticipatory education (but certainly not in the direction of the postmodern, randomizing future and present).

Proactive education as a kind of "top" of innovative aspirations in education should involve such a new content, which will appear only in the future, but will be generated only by virtual computer ways and proactive modelling, which will have conceptually theoretical or information computer forms. The property of anticipation in innovative educational process will mainly be concerned with goals and content of education and to a certain extent organizational status, role of the whole process of learning and education among other areas of social activity. If the transition to sustainable future depends on the new type of education, then legal, regulatory, managerial, and organizational methods and forms should legalize functional role in the society.

It is quite clear that no matter how education was modernized, no matter what innovative processes filled it, essence of upcoming transformations is not in this. The main innovative process, which should cover all the world education in general, is in its futurization (both associated with globalization) and display of all currently existing and possible proactive factors and mechanisms. This will ensure temporal integrity of the educational process [Ursul, 2005; Ursul, 2008a], which is now significantly disrupted by focus of teaching activity on the past. However, restoration of the temporal integrity of education will be accompanied by its globalization and the emergence of global education.