Pub Date : 2020-12-07DOI: 10.46865/978-5-901640-33-3-2020-274-277
Yevgeny Bryndin
The formation of a transnational culture of peace presupposes the achievement of peace among all nations. The culture of peace develops the ability to smooth out contradiction, learn to work together, overcoming the debris of confrontation. The culture of peace offers to respect diversity and translate competition into cooperation based on common values and goals, through dialogue, mutual understanding, peace, harmony and solidarity.
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Pub Date : 2020-12-07DOI: 10.46865/978-5-901640-33-3-2020-68-75
A. Ursul, Tatyana Ursul
The article notes that the formation of the global world is taking place and this world is reflected in science and education, and these spheres vice versa the world formation. It is shown that a global research direction has already been formed, including globalistics, global scientific disciplines, globalization studies, global evolutionism and a number of other scientific research areas. Although this global cluster of scientific knowledge is most intensively developed only since the second half of the last century, its origins are found in the works of Vladimir I. Vernadsky at the beginning of the same century. The global cluster of scientific knowledge is associated with the globalization of education and the formation of global education. The main integrative characteristics and features in the forms and content of these global evolutionary processes in education are identified. The authors use global and systemic approaches, integrative-interdisciplinary research methods, historical and evolutionary approaches, methods of forecasting, as well as a number of general scientific methods. It is shown that integrative tendencies related to the global-evolutionary changes of civilization and its interaction with nature are unfolding in education. The article notes that the globalization of education is mainly focused on formal and organizational ways of integrating various systems and forms of education; the most significant directions of this process are highlighted. Global education is characterized by qualitative and meaningful transformations of the educational process, the subject field of which is “filled” with universal and integrative knowledge obtained in the course of global research. It is assumed that the globalization of science and education begins a new global revolution in the scientific and educational space, and the phenomenon of “globality” appears as global processe and system.
文章指出，全球世界的形成正在发生，这个世界反映在科学和教育中，科学和教育领域反过来反映世界的形成。研究表明，全球化研究方向已经形成，包括全球化学、全球化学科、全球化研究、全球进化论等多个科学研究领域。尽管这一全球性的科学知识集群直到上世纪下半叶才得到最密集的发展，但它的起源可以在同一世纪初弗拉基米尔·i·沃尔纳德斯基(Vladimir I. Vernadsky)的著作中找到。科学知识的全球集聚与教育的全球化以及全球教育的形成息息相关。确定了这些全球教育演变过程的形式和内容的主要综合特征和特征。作者使用全球和系统的方法，综合跨学科的研究方法，历史和进化的方法，预测的方法，以及一些一般的科学方法。研究表明，与文明的全球进化变化及其与自然的相互作用相关的一体化趋势正在教育中展开。文章指出，教育全球化主要集中在整合各种教育制度和形式的正式和组织方式上;强调了这一过程中最重要的方向。全球教育的特点是教育过程的质的和有意义的转变，其学科领域“充满”在全球研究过程中获得的普遍和综合知识。科教全球化在科学教育领域掀起了一场新的全球性革命，“全球性”现象表现为全球性的过程和系统。
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