Текст книги "Образ человека будущего, Том 7 (СИ)"

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It is impossible to solve effectively global and other issues by means of such «lagging» and inadequate for creating of sustainable future education and therefore it is «detached» from active participation in the search for optimal solutions in anti-crisis activity and it does not promote the survival of civilization. Therefore, at the beginning of the third millennium humankind should radically change the model or the form of their development so that it could adequately respond to global challenges and threats, to ensure its further secure and sustainable development. Being one of the biggest social mechanisms of functioning of society, education should change the content and form of development in such way in order to contribute to the survival of civilization. Now it basically does not perform this «saving function» because to a large extent it is one of the most conservative areas of social activity and significantly it is focused on our common past. Meanwhile, the «survival through education» is a kind of motto, slogan of fundamentally innovation process in education, which meanwhile concerns not only a single person, but also humankind as a whole.

The basic idea of the proposed conceptual and methodological approach to the study of prospects of world education is that education needs to be focused on such proactive global transformations that are closely linked to the evolution of civilizational process and the interaction of society and nature [Ursul & Ursul, 2012; Ursul & Ursul, 2013a,b]. This will not be just one «final» model of education of the 21st century (for example, only a model of education for sustainable development, as already discussed [Environmental education, 1996; Сasimov, 2004; Stepanov, 2009; Ursul & Ursul, 2012; Ursul, 1995; Ursul, 2012; Ursul & Ursul, 2011; Ursul & Ursul, 2013a], but an evolutionary number of models and strategies of consecutive global educational processes and systems to facilitate establishment of a new, more secure civilization, providing co-evolutionary interaction of society with existing biosphere.

A characteristic feature of the emerging new models and forms of education is their global nature, what is quite obvious in conditions of globalization and the impact of other global processes on education. In our opinion, the evolution of these models of global education will be the field of an educational globalistics as an interdisciplinary field, linking globalistics and science of education.

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.

Consideration of issues of global education has led experts in the field of pedagogy to the opinion that it provides education of students interest and respect for the cultures of the peoples of the world, gain of an understanding of common global origin of these cultures and attention to global events, awareness of their character and anticipation of the consequences, use of a systemic approach to the study of global processes.

Recently issues of formation of global education were associated with the prospects of open and distance education, primarily via the Internet. However, along with the formal organizational and technological aspects related more to the issue of globalization of education, conceptually meaningful aspect of global education was developing. Above all, we are talking about teaching of globalistics and concept (strategy) of sustainable development as already developing global process (now mainly in high school).

Evolution of the global education

Development of global education can be considered as a stable trend of last four decades and achievable positive perspective of further transformation of subject field of the educational

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process, which not only gets its planetary commonality and integrity, but also detects the actual and potential opportunities of globally meaningful evolution. As mentioned, these opportunities were first implemented in the transformation of contemporary education (including now existing experimental options for global education) into education for such global process of sustainable development (sustainable development), which is accepted by the international community and evolves into noospheric formation during the subsequent formation of the sphere of mind through the global transition to sustainable development. At least, they are next two stages of largest and most anticipated globally evolutionary transformations of world education in the field of planetary development, which is considered here.

These are stages, which should be studied in detail by the educational globalistics.

It is not just very inefficient, but really impossible to manage the processes of globalization and solve global and other issues effectively by means of contemporary, but «conservatively lagging» education. Education «is detached» from active participation in the search for optimal solutions in the emerging global anti-crisis activity and is not conducive to the survival of humankind. On the contrary in contemporary «conservative» form it contributes to the further «slipping» to global anthropogenic disaster, not giving the necessary knowledge and skills to get out of growing planetary crisis.

The current global transition of civilization to sustainable development and its coevolutionary interaction with nature raises the question of radical transformations of all forms and areas of social activity, including education.

The new model of world education must comply with the model of sustainable development of civilization and facilitate an innovative transition to global sustainable future.

As noted, the evolution of global education is implemented first in the transformation of contemporary education into education in the interests of sustainable development as the main educational process of the 21st century, whose preservation and development is aimed at achieving the goals and principles of sustainable development of global community. In the future education for sustainable development during noospherogenesis will be transformed into noospheric education, and in parallel with it and even more so in the future into the «globally-evolutionary» education, which is oriented at significantly more developed by noospheric science global evolutionism as a main integrative general scientific core of scientific and educational process of the present century [Polischuk, 2015; Ursul, 2015].

In relation to the formation and evolution of global education along with evolutionary there is a proposed so-called ontological approach, when education is considered not only as individual public (in the system «man-society»), but also as a universal global creative form of development, when all universum, not just socio-cultural, but also globally-natural (and universally-cosmic), being involved with man, co-evolutionizes and informationally affects the formation of personality.

Perhaps, in this broadest representation of the educational process the formation of man is considered through «the prism» of global evolutionism in a more general – socionatural system «man-society – nature». It is not just one of the processes of socialization of man, but his perception of informational evolutionary interaction with entire universe in its social and natural aspects. From the standpoint of this (so called globally-evolutionary) approach education implements the function of formation of man by informational processes in planetary cosmic system of evolution «man-society-nature». In this interpretation education is not simply as a student-centered process of socialization of the individual, but as an informational and co-evolutionary process of interaction of man, society and nature.

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Not only spatially global but also early mentioned its temporal integrity is important for optimization of the development of the global educational process (as well as for other spheres of human activity), which is one of most important historical and evolutionary principles. Education in contemporary super dynamic global situation cannot be limited just by continuation of translation of knowledge and other information, reflecting the world of the past and partly happening.

Proceeding from the principle of temporal integrity and identified above perspective of the evolution of the global educational process it is possible now to offer some recommendations for the contemporary development of global education, which have practical values. This refers primarily to temporal optimization of educational courses, which are included to education, i.e. gradual but discrete introduction to practice of such elements and factors (teaching materials, programs, courses and etc.), which will determine future pedagogical process from a content point of view. Main process of futurization as evolutionarily temporal optimization is in this strengthening inclusion of «factor of global future» in modern education.

Global education will fully become a proactive education, particularly if it is combined with its fundamental nature and humanization.

Now it is important to summarize the practical development of global education in dozens of countries around the world (including Russia), where already first «sprouts» of this type of education, facilitating obtaining of planetary unity of educational space emerged.

In our country until recently, global education was developed within the framework of main study activity (the concept of global prospects etc.). Practical activity in other areas of global education was realized in experimental educational projects for the development of a global mindset of active «citizens of the world» (mainly through the associated schools and the number of UNESCO Chairs).

Such highly amorphous syncretic understanding and representation of global knowledge, which was used in first concepts of global education, differs significantly from its current representation, as discussed above. It is important to continue the positive trends and fields of development of global education both in terms of expanding of the teaching of results of global studies, including as new global phenomena as the concept and strategy of sustainable development into the subject field of educational activity (especially in their noospheric orientation).

Currently education generally corresponds to both industrial and to some extent a post-industrial society. However, global transformations of education are not only aimed at the creation of an information society and the knowledge society, but planetary civilization and sustainable development, realizing the goal of survival of civilization and the biosphere preservation. These features can be implemented first in the transformation of contemporary education (including now existing experimental options for global education) into education for sustainable development.

Hereinafter emergence of noospheric education in the process of further formation of sphere of mind through global transition to sustainable development is proposed.

At least these are the next two stages of the largest and mostly anticipated globally evolutionary transformations of the world education in planetary field of development, which is considered here.

There is a certain measure between conservative and innovative trends in any process of development. Education is clearly not focused on innovative processes. Therefore, innovative processes in education in the future get a new orientation: it is necessary to transform education

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so that it was possible to implement the transition to our common future – sustainable development. After all, contemporary man, who even mastered the knowledge and cultural achievements of unsustainable development model, will not be able to build a new global society with sustainable development. Only innovative transition from unsustainable to sustainable society can guarantee the satisfaction of the vital needs of both present and future generations of people and their more harmonious interaction with nature.

Globalization and integration of educational space [Liferov, 2009], the acquisition of a planetary unity and integrity cannot be subjected to meaningful and qualitative changes, showing global character of the evolution of contemporary humankind and awareness of his place in the universe. Formation of contours of globally integrated world is somehow manifested in educational sphere, which still with some lag «copies» mentioned global and civilizational aspirations. However, it is clear that education should not remain on the periphery of the overall global development as a traditional part of this process and particularly important to become a «catalyst». Moreover, we can assume that without specially organized learning and education humankind will not be principally able to make a transition to sustainable development and followed by one of the forms of civilization process, ensuring its survival and its indefinitely long existence.

In this regard fundamentally new conceptual and methodological concepts and approaches to the study of evolutionary processes in education are necessary. In connection with the development of global studies it is appropriate to talk not only about their introduction into the educational process, but also about formation of «educational globalistics» («pedagogical globalistics») and, perhaps, a «global pedagogics».

Informatization of the global and anticipatory education

Formation of an idea of proactive education for sustainable development is concerned more with information and informatization, than with ecology and ecologization [Colin & Ursul, 2015]. Right on the way of informatization and formation of virtual reality in human activity in general, and in science and in education in particular, there is a possibility of proactive modelling of reality. Formation in the future of global noospheric intelligence, which most fully implements proactive modelling of socionatural processes, leads to the fact that it will be possible not only to display of not only the past and present but also the future and formation of rational and efficient socio-ecological development on this basis.

As the property of anticipation in education (and actually in all other forms of activity) is directly associated not only with environmental but with information issues, then in the future we are talking about the formation of the information society, which will be part of the sphere of mind – the noosphere, whose ideas were expressed by Edouard Le Roy, Pierre Teilhard de Chardin, and Vladimir Vernadsky at the beginning of the last century. Formation of the most reasonable sphere of interaction between nature and society through the transition to sustainable development happens right on the way of noospherogenesis, including ecologization, informatization, futurization and many other global positive processes and trends [Ilyin et al, 2011].

In education, noospheric trends are most clearly manifested on the way of formation of so-called «smart education» [Tikhomirov, 2013]. Intensively developed mainly in the West concept of Smart education suggests transfer of the educational process mainly into the electronic environment, providing effective education in this interactive environment using

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freely available content from all the world. Smart education through the introduction of e-learning makes learning available anywhere and anytime, combining educational institutions and teaching staff to implement joint educational activity on the Internet (which is one of the main sources of knowledge for the student). Smart education is a flexible learning in an interactive educational environment, implementation of educational activity on the Internet on the basis of common technologies, standards and agreements.

Information society in all its possible variants (knowledge societies, education societies etc.) will have to function as a component of the sphere of mind and certainly, it must become proactive social system in planetary scale.

Therefore way out of the current global crisis of civilization is in the evolutionary transition to the way of formation of information society as one of levels of the sphere of mind, while according to general strategy, way out of the global crisis of education is in the transformation of inertially lagging, conservative educational system into innovatively proactive and in the future the noospheric educational system. Without informatization formation of such brand new education is in principle impossible and therefore most radical innovative processes in education are presumably related with the transition to the information society, being an important feature of the global transition to a way of sustainable development.

New proactive noospheric innovatively educational system must comply with information society with sustainable development, based on knowledge and information.

We intentionally focus attention on the information aspect of education: property of anticipation is a brand new mechanism of its formation. Here information factors are a priority component of upcoming globally noospheric and initially information civilization. In this sense, property of «anticipation» is inherent not only to education.

So-called anticipatory reflection presumably emerged in the process of evolution of life [Anokhin, 1962]. According to Petr Anokhin, this type of reflection is like the accelerated model of what else should happen, to the highest extent fast reflection of future events of the outside world. Anokhin believes that proactive reflection of reality is the main form of adjustment of living matter to the space-time structure of the inorganic world. Anticipatory reflection acts as a temporal reaction of a living organism, which was previously prepared near consistently repeated impacts from the environment.

Previously it was assumed that anticipatory reflection emerged only at the level of living matter. However, in our view, proactive reflection still first emerged and existed in inanimate nature, in any case, in the real, observable universe. It was formed in the first moments after the Big Bang in the so-called inflationary futurization [Ursul, 2012], in any case, when four kinds of fundamental interactions were formed from a single physical interaction, whose aspect is the reflection.

Furthermore, there are grounds to believe that exactly anticipatory reflection and temporal futurization as ultrafast extension of time into the future are ones of motors of the universal process of evolution, what until recently was not in the focus of attention, emphasizing on spatial expansion and leaving temporal characteristic of adaptation, coevolution and evolution actually in a state of even flow, as in the contemporary era. However, anticipatory reflection in inanimate nature presumably in post-inflationary era was already sporadic and was manifested in a small scale, and therefore it was not noticeable as in living matter. With the acceleration of evolution on its main progressive trajectory (superhighway) there was a process of a larger formation of anticipatory reflection in the higher material systems by level of development.

Actually, property of «anticipatory» will be characteristic for all upcoming era of the noosphere. The emergence of the latter from sociosphere is associated not just with the fact,

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which mind will take a priority position, but also with the fact that «proactive» intelligence will be not just for individuals, but integrated into the noosphere as a whole, i.e. noospheric intelligence. Noosphere will differ from sociosphere not just by its informational potential, but also the fact that the latter in form of noospheric intelligence will anticipate, predict, forecast and manage activity of noospheric civilization. All fields of this activity will be «anticipatory» – scientific studies will be anticipatory, education in its sustainable noospheric form will also be futurizing, management will be functioning in proactive regime, forming intellectual information base of education for sustainable development. In this respect, «smart education», which began to develop nowadays, becomes noospheric education only during globalization and futurization after gaining a property of «anticipation.»

The emergence of innovative proactive processes in global education leads to significant futurization of it and formation of anticipatory education. The latter will not only develop faster relatively to global practical activity, but also to focus on the future in the content of learning, development and education, basing on the principle of temporal integrity. In this sense during the evolution of global education, there will be a shift in emphasis from modernization of education to its futurization and formation of global noospheric education through education for sustainable development as a contemporary prototype of future noospheric education.

Taking into account mentioned earlier, there are other arguments in favour of the formation of anticipatory education, for example, in connection with already mentioned studies of the formation of noosphere. We note that the noosphere is often understood as a sphere of interaction between society and nature, within which reasonable human activity becomes the determining factor of the development. Such an understanding of the noosphere is still prevalent in the post-Soviet «scientific area» (including Russia), and this interpretation can be found in the works of Vladimir Vernadsky [Vernadsky, 1991; Vernadsky, 2004].

However, the «intelligent human activity», being dominant in the field of socio-natural sphere, is not rational, because, as noted, in the future leads to a global anthropoecological catastrophe.

Therefore, it is natural to assume that the noosphere is not a contemporary prevalence of the human mind in its interaction with nature and the rationalization of this interaction, giving a coevolutionary harmonious character to it. This is condition for the survival of mankind and the noosphere should be defined as the future state of socio-natural sphere, which ensures the survival (preservation) of mankind and the natural conditions of its existence on the planet and in space [Bazaluk, 2013; Bazaluk & Blazhevich, 2012; Ursul, 2015]. Meanwhile of not only the current and next generations, but also future generations of people, what the concept of sustainable development suggests. That is why we believe that the emergence of the noosphere and the transition to sustainable development are not just close processes and the formation of the sphere of mind begins through the transition to sustainable development and is significantly increasing with the gradual inclusion of information and intellectual factors in the overall global development.