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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Education and Globalistics by Arkady Ursul and Tatiana Ursul

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