The article raises the problem of readiness of pedagogical staff of the Russian Federation and Kazakhstan for realization of task 4.7 of Sustainable Development Goals in general education. The results of research on teachers' awareness and their attitude to education on sustainable development and for sustainable development are analyzed in two countries. Teachers' opinions on education for sustainable development and ways of its implementation are described and systematized. Similar problems are identified, their causes are discussed and directions for improvement are proposed. It is concluded that the process of greening of both the content of general and professional pedagogical education is a common direction to ESD for both countries. The areas of mutual interests and cooperation between scientists and teachers of both countries in this direction were identified. The Russian Federation does not have a state program on training of teachers in the sphere of education for sustainable development and education of global citizenship, but the Concept of general environmental education for sustainable development has been developed. The project "Green University" on preparation of teachers for implementation of task 4.7 of Sustainable Development Goals was launched in Kazakhstan. Cooperation between scientists of the two countries in developing a common model of Green School/Higher Education, based on mutual reinforcement of key ideas of pilot projects on greening the content of general education in Russian schools and greening the content of teacher training in Kazakh universities on the basis of a general institutional approach, seems promising.

Self-education is the essential factor of personal, collective and social stability, the means of education during the whole life. General educational skills are the essential for self-education. The article considers the 12 years multidisciplinary studies of results of general educational skills formation. It describes the experience of complex application of psychological, physiological, medical and sociological methods. Multidisciplinary approach helps to show the connection between the inclusion of general educational skills in requirements of the federal state educational standard and solution of educational problem for sustainable development: rise of education availability for everyone, support of informationpsychological safety in global world, formation of skills to think connecting different life sides. Increase in level of all-educational results leads to growth of educational motivation, physiological and psychological resistance to information stress. Feedback connection of the general educational skills level with the frequency of psychosomatic complaints expressed vago-and a sympathicotonia, as well as with the "stuck" profiles of cognitive regulation is revealed. Low level of regulatory universal educational skills increases the informational and psychological risks of training. It was revealed that the effectiveness of the formation of general educational skills is enhanced by using "paired" cognitive strategies in teaching ("cognitive swings"), for example, analysis-synthesis and vice versa.

the purpose of the article is to bring attention to the problems and possibilities of didactic ensuring the continuity of environmental education implemented through all academic subjects. The approaches to the problem of continuity of education in different types of scientific rationality are considered. It is proved that the new stage of development of environmental education, which serves as an education platform for sustainable development, changes the formulation of the problem of its continuity and requires a post-non-classical approach in didactics. The author differentiates subject, interdisciplinary and trans-subject greening. The unsolved didactic problems are formulated. The proposed ways to circumvent the «didactic dead ends» incompatibility of the «objective» and «through» content of education are analyzed. The issue of ensuring the continuity of achieving personal results of environmental education for sustainable development by means of trans-object greening horizontally and vertically is raised. Two interrelated, general educational tasks of ensuring the continuity of achieving personal results of greening school education in the interests of sustainable development are formulated: the development of a model of a didactic unit of «through» environmental content and the creation of a «trans-object» method of greening educational subjects The structure of the integrated didactic unit of environmental education for sustainable development presented in the form of a frame is considered. The features of the method of trans-object greening based on the principles of the organization of a functional system are described. The conclusions are presented on the prospects for the development of the proposed didactic support for achieving personal results of environmental education for sustainable development.

Abstract. The new ideology of education for sustainable development requests comprehension. The analysis is needed to understand the following: where are we now and where should be? What are the growing points? The key point in the analysis is seen as the answer to the question what qualitative resources in school can be used and developed for education for sustainable development. In that context among other things it is essential to consider pedagogical potentialities of project activity and its development by means of cognitive metaphor possessing heuristic, motivational, evaluative and other potentials. It requires new structures of didactic unit in education for sustainable development including objectification of «environmental axiom» -metaphorical thought form of ecological imperative. (E.N. Dzyatkovskaya).

В статье дано определение опережающей (предвосхищающей) социализации как освоениявзглядов, правил, норм, стиля и ценностей социальной группы, общества, к которому человек непринадлежит, но стремится, хотел бы принадлежать. Рассматривается возможность пробы, репетициинового социального взаимодействия, примерки социальных ролей и социальных отношений в светеобщепланетарных стратегических задач устойчивого развития. Обосновывается, что центральнойонтологической, аксиологической и праксиологической категорией опережающей социализации дляустойчивого развития выступает экологический императив (Н.Н. Моисеев), который ориентирует накардинальные изменения отношения человека к природе, переосмысление и перепроектированиесвоего образа жизни, формирование экологически ответственного мировоззрения и ценностей. Ставитсяпроблема непрерывности, опережающей социализация молодежи, формирования умений предвидеть,прогнозировать свою будущую жизнь, осуществлять «пробы» изменения своего отношения и поведения,создавать «черновик» вариативных жизненных сценариев, осуществлять их реальный поиск. В качествесредств обеспечения непрерывности опережающей социализации рассматривается регенеративноеобразование, ориентированное на формирование у молодежи основ культуры устойчивого развития сопорой на преемственность языковой картины мира, включающей новые концептуальные метафоры,отражающие ключевые категории устойчивого развития и базовые архетипические культурныеконцепты. The article defines anticipatory (anticipatory) socialization as mastering the views, rules, norms, styleand values of a social group, society, to which one does not belong, but strives, would like to belong. Thepossibility of trying out, rehearsal of new social interaction, trying on social roles and social relations in the lightof planetary strategic tasks of sustainable development is considered. It is proved, that the central ontological,axiological and praxiological category of advanced socialization for sustainable development is the ecologicalimperative (N.N. Moiseev), which directs to cardinal changes of relation of the person to the nature, rethinkingand redesigning of the way of life, formation of ecologically responsible outlook and values. The problem ofcontinuity of advanced socialization of youth, formation of abilities to anticipate, forecast their future life, to "try"to change their attitudes and behavior, to create a "draft" of variable life scenarios, to carry out their real searchis raised. Regenerative education is considered as a means of ensuring the continuity of anticipatorysocialization, focused on the formation of young people the foundations of the culture of sustainabledevelopment based on the continuity of the language picture of the world, including new conceptual metaphorsreflecting the key categories of sustainable development and basic archetypal cultural concepts.