Abstract:
The article deals with theoretical and practical issues of educational space formation in the conditions of globalization. The author considers globalization as an objective-historical process of integration of the soci0-planetary space and at the same time a process of multiplication of new differentiations and contradictions in the economy, politics, culture, education, which take place at the regional level. In this process, special attention is paid to education, which hasn’t responded to globalization changes and remained a passive-balanced, inertial-stable system for a long time, but now it has begun to respond actively to the key challenges of globalization. The answer became the development of open education and noospheric thinking as a civilizational basis for resolving contradictions between the processes of globalization and regionalization of the educational space. Regionalism is considered as a kind of variety, a local variant of globalism. Globalization and regionalization interact as two dialectically opposite sides of a single civilizational process, on the one hand they act as sharp opponents and competitors, and on the other – allies and partners. The author also reveals the specifics of the formation of the globalized educational space, which has become a consequence of the formation of interstate unions and international organizations based on the interests of cooperation in the fields of economy, politics, security, ecology, etc. At the beginning, cooperation in the field of education, science, culture, and information was far from the main type of interaction between the member states of these associations, but over time, the formation of an interstate global educational and intellectual space became a real fact, which is now fully functioning and actively influences all other directions of cooperation. It has been proven that education is intended to develop the universally essential characteristics of a person, to form its individual and personal traits. At the same time, education acts as a powerful cultural factor, an important means of preserving and transmitting the identity of a particular nation. Therefore, all modernization projects carried out in the field of education should first of all take into account the individual-regional and integral-global aspects of this process. Both aspects are dialectically interconnected and are two sides of a single process, therefore giving preference to one of them leads to extreme forms of manifestation of this dependence, i.e. to simple reproduction and repetition of one’s regional experience in the first case, or to complete renewal and entire borrowing of someone else’s global standards – in the second.
