This study is concerned with the design, justification and evaluation of a curriculum in the field of Environmental Education which attempts to emphasise certain aspects of Environmental Education which are neglected in schools at present. It is argued that the majority of Environmental Education programmes are based on the rational/logical mode of thinking, are expert dominated and concentrate heavily on environmental dysfunction. In an attempt to redress this imbalance a curriculum design is presented which emphasises the sensory/expressive mode of thought, group co-operation and centres on positive features of the environment. A rationale in support of such a curriculum is developed and the conditions necessary for its success are described. An evaluation of the implementation of the curriculum in four diverse educational settings is described. Finally the implications of this study for further developments in the fields of education in general and Environmental Education in particular are discussed.