The reference between the two domains does not have to be an  exclusive one, but one of complementarity: while ecological ethics offers moral-ecological values such as: cooperation, unity, reciprocal aid, nature, moral-ecological principles, responsibility, the right to life, freedom, ecological education is the one that makes the transition from theory to practice through the fact that it contributes to the moulding and rethinking of each individual’s philosophical system, to the shaping of an ecological behaviour. It is true that education cannot solve the problems of the environment, but it can ameliorate them, because through ecological education it is easier and cheaper to prevent, than to repair and to ameliorate the damages caused on nature by the adult generations. In the pedagogical literature, there are four types of intercessions of implementation of ecological education in the process of study. Even though the Romanian curriculum has created all the premises for the approaching of ecological education through all the four types of intercessions, the achievement of the objectives of this education remain still at the preference and judgment of the teaching staff. The problems are: “How well prepared are the teachers to put ecological education into practice through the intercessions mentioned above, with efficient results at an intellective and attitudinal level?”, and “How much do they see in it a foreground problem in the moulding and developing of the young’s generation personality?”.

Key words: ecological education, ecological ethics, perspectives