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However it is necessary to ascertain that the world education has turned to be inertial-conservative social system that no longer meets the needs of contemporary life and basically models the past of our civilization and its science in significantly deformed form [Botkin et al,

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1979; Coombs, 1968; Coombs, 1985; Education, 1998]. Education as a social mechanism of the formation of man is very weakly concerned with the decision of immediate and especially global issues, many of which threatened destruction of humankind and the destruction of the biosphere. Quite often, they talk about the lag of education from practice, referring mainly to those forms of practices that are specific to the current model of unsustainable development

(unsustainable development). Meanwhile, it is obvious that further strengthening of link between education and contemporary practice of unsustainable development leads to bigger deepening of the global crisis of civilization as well as its education.

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.