Abstract
The objective of this paper is to clarify the significance of interaction between the ecological environment and living things in environmental education and environmental restoration. We would like to consider the following themes: environment and living things, environment and human recognition of environment, the goals of environmental education and objectives of environmental restoration. We will examine I. Prigogine’s theory of dissipative structures and J. J. Gibson's concept of affordance to comprehend the mechanism of self-organization in the natural environment and perception of animals and humans, so that we can integrate them with human recognition, which is inclined to be anthropocentric according to the theories of I. Kant and W. James, in order to make causes of environmental destruction clear. Lastly, we will consider the essence of education itself and environmental education, and then propose suggestions for the goals of environmental education and objectives of environmental restoration.
