This article in three parts aims to demonstrate that schools (and universities) must be conceived as sites of socialisation, integration, and awareness regarding our ways to collect information and knowledge, especially regarding environmental issues. The ways we perceive and problematize environmental problems should sometimes be reconsidered, validated, and questioned. Adult learners form a distinct group ; they are not monolithic, they rather have crossed various paths, have sometimes gone through dropping out of school and then returning to school after some time. Spending a few years outside the educating system can create a distance and an indescribable feeling of estrangement whenever returning into these institutions (such as evening classes, universities) ; in many cases, readaptation can become challenging for adult learners who already feel “they know things” and only need a diploma that will officially reconfirm their practical knowledge, demonstrated competence, and evident potential for a job. Nevertheless, looking at Adult learners’ background can be instructive for sociologists of education who pay attention to students’ worldview : how and where did they learn what they know, in which conditions did they work, what types of culture do they consume, the media they are watching, who do they believe, emulate, and imitate. And more importantly : the ideas and things they adhere to. We all have a unique way to see the world ; some are aware of this process, others are not. In Environmental Education, it is fundamental to know why learners care (or not) about nature, and where this awareness comes from.