由研討會內容及網路流傳的實例，體現了我們施行環境教育之成果令人沮喪。反省我國環境教育的整體發展，除了教育目標設定模糊，往往與政治無法分離之外，環境教育受到國家開發、科技導向、與全球競爭的外在教育目標，與內在狹窄的、非生態永續導向的本土化教育雙重壓力影響，其發展只在形式上要求表現。但是環境教育是一個深入人心的全人教育，不但在個人知識領域上建構生態永續的世界觀，同時在個人行爲表現與內在精神靈上發揮對人文生命的關懷。 環境教育在理論上是需要結合人文學科與自然科學的知識，在落實環境教育的理想上更要求永續生態文化的建設。Palmer提出一個抽象的環境教育實踐基礎理念；Orr的課程設計是一個在大學階段實踐的最佳教學實例；而Bowers則在哲學面的探討、環境問題的一些癥結，同時也提出環境教育實施的一些原則。不論是環境教育、生態文化教育、或是一般教育目的，在傳統上或自古以來都可以說是在協助學生建立一個世界觀。我們藉由知褒的傳遞或道德德行的示範，在整個教育活動的過程，使學生由知識之增加、人際關係之建構、與社會經驗之累積，不斷的經過調整與建設，建立起對人與世界、自然、文化及文明產生為未來、爲全人類永續發展的世界觀。

Many examples show that our environmental education practice is disappointed. And this aspect of education has not been incorporated in our formal educational system even though every educator and most of our citizens realize the importance of developing student sense of protecting our environment. It is time to reflect what to do with environmental education. In theoretical aspect of environmental education, we need to combine humanistic experience and knowledge of natural sciences in order to establish ecological sustainable world view. Three scholars were mentioned in this paper-C. A. Bowers, D. W. Orr, and J. A. Palmer. Their discussions and actual practice in the field of environmental education are explored. Palmer gives a plan to advocate environmental education. He discusses three elements that include knowledge and understanding, ethical element, and aesthetic element. There is one basic formative influence that incorporates those three. Orr develops a long-term curriculum design and leads to construct a renowned building located in Oberlin College, Ohio. This is a good teaching and learning example for teachers and students in environmental education. Bowers criticizes and argues that besides modernity and modern technology, modern consumerism has created more hazard materials and ecological dangerous situation than other means such as new technological developments. He also discusses principles and methods on teaching and learning in environmental education.