Abstract: Basing on the evolutionary concept of anthropogeocosmism and cosmo-globalistics, the authors argue the point of view about the beginning of spread of the more extensive process – the global cosmic scientific revolution. This process begins to evolve on the basis of integration of the global and cosmic research, gradually capturing the broader scientific space. It is also demonstrated that over the recent time, under the influence of global factors and processes, the science faces a completely new global revolution, which substantially differ from the previously determined, even because the term “global” is applied in qualitative-conceptual, as well as spatial-geographic and spatial-cosmological meanings. The authors examine two opposing vectors of movement in cognizing the phenomenon of globality: one from the cosmos towards the vision of global characteristics and integrity of the mankind and planet; and the other – from the planet itself, local places of people’s places of residencies towards the global boundaries, and further – to outer space. For substantiation of universality of the global-cosmic revolution, science as a whole is divided into the two new groups (cluster): earthly and cosmic sciences, which in their number are inequitable. This dichotomic division, pointed by V. I. Vernadsky, can complement the existing classification of sciences. The authors believe that since the end of the previous century and beginning of the current century, the temporal-linear “revolutionary movement” of science does not end in general, but rather yields to the “multi-revolutionary approach” of general integrative nature. This is not just the interdisciplinary unification n of the global and cosmic revolutions into one whole, but also other manifestations of poly- and interdisciplinary in composition and content of the scientific revolutions. The essence of such complex-integrative scientific phenomenon consists in emergence of an entire complex of revolutions, rather than just “another” scientific revolution. The global cosmic revolution is joined by information cybernetic revolution, ecological revolution, temporal revolution (primarily the process of futurization), as well as a number of other universally global revolutions in science that create a cognitive foundation for the establishment of noosphere, the idea of which in our country was proposed by V. I. Vernadsky.

Abstract: The article discusses the global processes that lead to fundamental transformations in the field of science and education. Special attention is paid to the global revolution in science that begins with its pivotal globalisation and orientation on the possibilities of transition to sustainable development and consequent noospherogenesis. The article discusses the process of globalisation of education and establishment of a new type of education - a global education, that, from the authors' point of view, originated in the lectures of V. Vernadsky in Moscow University in the beginning of the last century. Pivotal revolutionary changes of global education are expected, which are vectored from its modern forms towards education for sustainable development and formation of noosphere-oriented global education. System, futurological-prognostic, noospheric and other methodological approaches of futurological research have been used, as well as comparative, evolutionary-historical and interdisciplinary general scientific approaches and methods of conceptual modelling. It is stated that on the macro-level there is a top-priority dependency of education upon the integral society, while on the micro-level there is a top-priority substantial dependency upon science. This bilateral dependency of education upon the features and characteristics of the society as a whole, from the one hand, and upon its most important part - science, on the other (which also depends on the whole) demonstrates the "double determination" of evolutionary processes in education. It is stated that education will have to not only be modernised, but also futurised, in some aspects becoming preemptive education, that efficiently paves the way to the desired global and noosphere-wise sustainable future. It is expected that the establishment and evolution of the models and types of global education will be under the supervision of a new type of global research - educational global studies as an interdisciplinary field connecting global studies and educational science.