Образ человека будущего, Том 7 (СИ)

If the pedagogical aspect of global education is studied, in this case we can talk about a pedagogical globalistics, or even "global pedagogy."

Among the most general and most important global transformations of education that will be studied by the educational globalistics we can mention such processes as globalization of education and establishment of global education. Global education should be distinguished from the globalization of education, although they sometimes cannot be distinguished, that have already attracted attention before [Ilyin et al, 2011]. Globalization of education relates more to the process of formation of integrity, interaction and integration of various national state and regional public educational systems in the future. The same purpose is transnational (trans-boundary) education, when, for example, students who live in one country, receive

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educational services mainly remotely in universities of other countries.

The term "global education" is appropriate to use to describe the qualitative and meaningful transformations in the global educational process, whose subject field is being "filled" with global knowledge and worldview, as well as innovative content, appearing as a result of global studies and the general globalization of science.

We consider Vladimir Vernadsky as an originator of global education and it follows from our previous statement. Scientist lectured at Moscow University at the beginning of the last century. These lectures contained the "embryo" of global education. His general conceptual reflections on education actually contain the basic ideas of global education, which is now developed on the basis of global education [Vernadsky, 1995].

However, the term "global education" and first concepts of this new type of education originated in the 1970s in the United States as "an educational response" to the first conscious global challenges and the prospect of living in an interconnected world on the planet. In 1970, the American Forum for Global Education was created. It is a non-governmental organization that oversees development of global education in the U.S. and beyond. On the initiative of this Forum in 1995 in New York, UNESCO held an international conference "Bridges to the Future", which defined the main fields of development of global education in the 21st century, whose purpose is to prepare the student for living in a dangerous, dynamic and interconnected world, who will be ready to solve growing global issues.

Now global education is considered in a new form in comparison with mentioned years of the last century, when this model was proposed by U.S. pedagogues. James Botkin and Robert Henvi [Botkin et al, 1979; Henvi, 1994; Liferov, 2009]. Models of global education that emerged in the U.S. in the 1970s of the last century are based on the representation of the world as a whole, and humankind as a huge interconnected global community, where life activity and wellbeing of each person depend on all other people. These models, which are based on the principles of globalism, holism, humanism and an interdisciplinary approach, to some extent are presented as one of directions of integration of a single world educational space, opening new global perspectives.

James Botkin (one of co-authors of the seventh report to the Club of Rome) in his proposed model of globally oriented education and innovative teaching believes that traditional education is focused on the unconscious adaptation to reality. Meanwhile, it is important to make the transition to conscious prediction on the basis of an innovative approach.

Complicity and anticipation should be unified in the innovative approach. Anticipation means the ability to anticipate events and their consequences make decisions, share responsibility for them, linking the past with the present and the future, offer new possibilities and alternatives. Complicity suggests the possibility and the capacity for dialogue and mutual understanding, cooperation, empathy, improvement of communication skills and abilities.

Robert Henvi bases his model of global education on several principles (planetary dimensions): the formation of an objective understanding of the world, study of the state of the planet, cross-cultural literacy, understanding of the dynamics of world processes, awareness of opportunity of choice.

In the 60-70 years of the last century elements of global knowledge just began to emerge, basic approaches in not yet widely "declared" globalistics were formed.

Moreover, most likely, it was the time of formation of still syncretic global worldview - globalism, which is based on the concept of the world as a whole and humankind as an interconnected global community.

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At this time a way of worldview, in which general planetary characteristics prevail and awareness of complicity to humankind problems and global processes happened, was formed.

Global education emerged on the same "global wave" as other intellectual and spiritual phenomena. It is relatively not yet differentiated global worldview and knowledge was presented in pedagogical sciences in the form of first concepts of global education.

The evolutionary sequence was not so clearly expressed - global knowledge first, and then on its basis formation of global education. At first glance, it even seems that the emergence of global education preceded the emergence of global knowledge. However, this is not the case. In some extent, the creators of first pedagogical concepts of global education based them on accumulated knowledge about global phenomena, as it is clear from even brief presentation of their concepts. Now concepts of global education continue to evolve, adopting new forms, whose metamorphoses were not thought over by the creators of original concepts.

Anyway, we would like to draw attention to the problem of global knowledge, which is the result of global already conducted studies. Indeed any concepts of global education should be based on the global knowledge, on those forms of it that have already been obtained in science.

Moreover, although it is undeniable that during the educational process a new, including global, knowledge can also be generated, nevertheless the predominant part of this knowledge is a result of scientific search. Global knowledge displays real global processes and, at the same time, should anticipate and predict them, directing global thinking and global activity in the desired direction for man and humankind.

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.