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.

It is quite clear that no matter how education was modernized, no matter what innovative processes filled it, essence of upcoming transformations is not in this. The main innovative process, which should cover all the world education in general, is in its futurization (both associated with globalization) and display of all currently existing and possible proactive factors and mechanisms. This will ensure temporal integrity of the educational process [Ursul, 2005; Ursul, 2008a], which is now significantly disrupted by focus of teaching activity on the past. However, restoration of the temporal integrity of education will be accompanied by its globalization and the emergence of global education.

It is appropriate to introduce a special principle of "temporal study" in any field of scientific and educational activity - a principle that connects not only the past and present but also the future in one global systemic temporal whole. Thereby interrelation between temporal worlds is formed, where not only a linear relation, but nonlinear interaction of periods is

Temporal integrity implies that what we call time connects all three modes of temporal worlds (periods) - past, present and future in a single (linear or nonlinear) system. When

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Education and Globalistics by Arkady Ursul and Tatiana Ursul

analysing the role and interconnection of all three temporal worlds (past, present and future) in most areas of social activity in the contemporary unsustainable development, including global processes, attention is drawn to clearly set asymmetry or inequality. This inequality is that science, education is focused on the past and present, and the future is on the periphery of our attention and interest. Of course, depending on the type of activity proportions of temporal worlds (i.e. past, present and future) are different. However, the fact that the future is not in "favor" is obvious and many activities, including scientific and educational, show neglect of the future in the current model of unsustainable socio-economic development.

As also noted above, education, anticipating many activity-related processes in the formation of man, during formation of sustainable future must be developed more rapidly in all respects (particularly in terms of financing and provision of other resources) than all other forms of social activity. In this perspective education won`t just translate from generation to generation already significantly outdated knowledge for decision-making, but will also contribute to better understanding of the need for anti-crisis actions to move to sustainable development. Only proactive innovative education of sustainable development will become an integral component of human activity on the survival of civilization and conservation of the biosphere. However, this feature of anticipatory education will be the most obvious and, so to say, lying on the surface of the process of formation of education of sustainable development. Basic and profound essence of the model of "sustainable education" still is in the emphasis on the issue of the future in the content of education of sustainable development.

It is appropriate to say a few words about the education of sustainable development and anticipatory education. It is quite obvious that they are different types and forms of innovative processes in education. Anticipatory education includes futurization and proactive mechanisms for any options of vision of the future, not just normative sustainable development.

In this sense, it can be used beyond the education of sustainable development and in any other discipline, course and field of education because this is an innovative process, which is focused on the future. In this sense a special anticipatory education such as, for example, environmental and economic types of education cannot be.

However, if there is a science of the past - history, there are sciences of the future - futurology, prognostics and other forms of study of the future, which may be included in the educational process as something temporally symmetric to traditional historical approach, significantly supplementing it and implementing the principle of temporal integrity.

Futurization of all education can be in significantly increased attention to the future in all possible subjects and fields of the educational process. If this field of futurization coincides with the introduction of sustainable development in education, then it will be "sustainable futurization" when, as stated in the UNECE Strategy, there must be "the acquisition of knowledge by teachers, allowing to include issues of sustainable development in their disciplines" [UNECE Strategy, 2005].

Conclusion

At this stage it is most important to include issues of social development to all courses and educational disciplines, what happens in EU countries and other countries. Such inclusion, as well as the formation of special areas of education of sustainable development (innovative diversification process) means that proactive education of sustainable development will be implemented. This process was significantly intensified, when in June 2012 UN Conference