Образ человека будущего, Том 7 (СИ)

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.

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

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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.