DOI: 10.7256/2409-7144.2016.4.18218

Abstract: Sustainable development requires changes in thinking and ways of acting, and a key role in ensuring these changes is played by the education. Education for sustainable development (ESD) is not only a prerequisite for achieving a sustainable future, but the priority and advancing its means, i.e. the transition to sustainable development begins with the formation of education for sustainable development and the formation of a new globally-sustainable consciousness. ESD becomes one of the key mechanisms for achieving the Millennium development Goals, as well as those new 17 global sustainable development goals that were adopted at the Summit on SD, approving the Agenda in the field of sustainable development until 2030. Adopted a global action programme on ESD, which was announced at the UNESCO world conference on ESD, held in 2014 in (Japan, which gave an assessment of the current state of education in the world and focused on solving the problems of transition of civilization to sustainable development. This goal is new, adopted in Incheon by the concept of education, which is to transform people's lives through education, recognizing the important role of education as the main driving force of development and in the achievement of the other proposed SDG.The article notes that, while continuing the further roll-out of ESD, however, need to start implementing a new strategy for global educational process to accelerate and expand the movement towards "global sustainability". It is shown that the environmental component (and corresponding model) of education currently prevalent in the form of education, which is now called ESD, but that is just the initial stage of formation of a new systemic model of education for sustainable development. For the ecological component of ESD has already added the vision of ESD in temporal perspective as advanced education and interpretation education based on the concept of "security through stable development", future prospects of globalization of education and global education, and will later be synthesized and other models of education (for example, to start the process of comisario education and establishment of the space education on the basis of astronomy and space, global evolutionism).

DOI: 10.7256/2454-0684.2015.6.15353

Abstract: The article discusses the global processes that lead to fundamental transformations in the field of science and education. Special attention is paid to the global revolution in science that begins with its pivotal globalisation and orientation on the possibilities of transition to sustainable development and consequent noospherogenesis. The article discusses the process of globalisation of education and establishment of a new type of education - a global education, that, from the authors' point of view, originated in the lectures of V. Vernadsky in Moscow University in the beginning of the last century. Pivotal revolutionary changes of global education are expected, which are vectored from its modern forms towards education for sustainable development and formation of noosphere-oriented global education. System, futurological-prognostic, noospheric and other methodological approaches of futurological research have been used, as well as comparative, evolutionary-historical and interdisciplinary general scientific approaches and methods of conceptual modelling. It is stated that on the macro-level there is a top-priority dependency of education upon the integral society, while on the micro-level there is a top-priority substantial dependency upon science. This bilateral dependency of education upon the features and characteristics of the society as a whole, from the one hand, and upon its most important part - science, on the other (which also depends on the whole) demonstrates the "double determination" of evolutionary processes in education. It is stated that education will have to not only be modernised, but also futurised, in some aspects becoming preemptive education, that efficiently paves the way to the desired global and noosphere-wise sustainable future. It is expected that the establishment and evolution of the models and types of global education will be under the supervision of a new type of global research - educational global studies as an interdisciplinary field connecting global studies and educational science.

DOI: 10.7256/2454-0684.2013.2.7249

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