The emergence and development of globalistics and other forms of global scientific research was inevitable scientific response to the global challenges of 20th and beginning of 21st century. Awareness of the importance of globalization, global issues and other planetary

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phenomena and understanding of the prospects for further deployment of total global activity has become an important area of scientific research and a new stage of development of modern science. Global studies have nominated to leadership in scientific-educational process and become one of the foundations of modern scientific world view and outlook.

In recent years the attention of global knowledge, i.e. knowledge concerning everything that exists and develops on the planet Earth in the context of planetary integrity, has been focused mainly on globalization and global issues, thus the "centre of gravity" is now shifted strongly towards the study of the issues of globalization. This is indicative of the fact that over time the subject field of globalistics has been changing, and as we will show, will continue to evolve rapidly. It becomes apparent that among global phenomena, besides those mentioned, there are others that should be studied by globalistics, if it is considered more broadly and deeply in the sense of knowledge of the nature and origin of these phenomena than it is now used. In this broad sense, globalistics, in the opinion of the authors, should study global processes and systems, identify patterns and trends in their existence and development.

We will see that globalistics, turning into a complete scientific and educational discipline, however, goes beyond this and in interdisciplinary dimensions developed in a number of trends, including the space of scientific knowledge and creating new research areas, interacting with other branches of science. New subsections or research areas of globalistics continue to emerge, that have cropped up almost every year (to a number of them, in whose creation the authors of this work participated, we will devote special sections).

In connection with such a broad interdisciplinary "scope" of globalistics, there is question by scientists, sceptical about the global field of knowledge: Do not blow globalistics all science? This question can be answered in the negative, since all science cannot be represented as a "sprawling" in its space globalistics. Between globalistics and all other sectors and areas of knowledge, and along with them, there will always be some other, including globalized scientific knowledge. Thus there is intuitive feeling about the limits of the current active expansion of globalistics, but it is difficult to specify those boundaries in advance. However, it is hardly possible to establish the limits to process of globalization of science, although some of the considerations in this regard are below.

If we take as a starting point that globalistics is studying global processes and systems, we can deploy substantive field of globalistics and the entire global knowledge somewhat differently, and on this basis also the emergence of new areas of global activity, and especially of global education. Until now, globalistics has only begun to form its subject field in research and in educational perspectives. With recognition of the fact that the subject of globalistics focuses on the global processes and systems in their evolution (or rather, co-evolution), the situation has radically changed.

Adequate understanding of this research process will also enable better focusing of the process of establishment of different sectors and areas of global practice. Because understanding of the place and the role of various global phenomena in the evolutionary processes on the planet and in the universe as a whole will optimize practical activities aimed at the survival of civilization and the preservation of the natural foundations of its existence - the biosphere [Bazaluk, 2015]. The global science trend has a particular importance for global education that facilitates the formation of planetary and advanced consciousness, capable to realize these humanistic goals and contribute to the establishment of global governance to the greatest extent. Beginning with the scientific-educational

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creativity of Vladimir Vernadsky global direction of education was formed, including both the globalization of education and formation of global education.

Therefore, further development of globalistics and global studies has not only research, but also educational and methodological aspects. Research aspect means much more profound degree of understanding, developing and predicting in perspective the ways of global studies development, and in particular, globalistics as a new fundamental sphere of interdisciplinary studies that affects the process of globalization of whole science in general.

The educational aspect is related to the research one and focuses on the introduction of the new knowledge obtained in the course of the research into the learning process. This is reflected both in the establishment of special training courses, and in the formation of a "global" reserve in the traditional courses already underway, linking subjects and methods of their research with emerging global knowledge.

Education as socially organized institution on a global scale at the beginning of the third millennium is on the radical change of its development. Being one of biggest social mechanisms of more or less normal functioning of society, education should change the content and form of its own development in such way in order to promote further survival of civilization, its way out from still deepening global crisis. Such a crisis of anthropogenic origin is intensified as a result of the increasing challenges and other negative global processes, which become larger and threaten the existence of mankind and all life on the Earth.