This work, starting from some declinations of the ecological paradigm, from the ecology of mind by Gregory Bateson to the media ecology by Neil Postman, to the ecology of human development by Urie Bronfenbrenner, to the ecological contraction by Langer, to the relational ecology in the pedagogical perspective by Laura Clarizia, to the more recent interpretations of the ecological education by Luigina Mortari and green pedagogy by Pierluigi Malavasi, tries to defi ne an assumption of environmental education. Starting from the idea that the different declinations of the ecological paradigm have in common the awareness and the belief that more than the single process, the individual or the environment is the interrelationship and the system of the relationships the signifi cant element of any educational activity in which individual responsibility is increasingly social and collective responsibility, the educational environment is proposed as a specifi c meta-theoretical look is able to reference a critical perspective specifi cation. In this interpretation the educational environment is something more and different of environmental education, in the sense that does not end in environmental or political-institutional projects of environmental sustainability but, supported by epistemological issues related to ecological Pedagogy, the Pedagogy as a relational ecology and the Green Pedagogy, can justify a specifi c pedagogical ambit of educational theories and practices.