The purpose of this article is to bring to light and celebrate the richness of the environmental education field, thereby paying homage to the pedagogical creativity of its architects over the course of the last thirty years, as well as to their contribution in reflecting on the meaning, problems and possibilities of our relationship to the environment, and on the role of education in this regard. A typology of the different practical and theoretical propositions is presented, in the form of 15 currents of intervention, enabling a mapping of the pedagogical landscape of environmental education. This cartography offers points of reference for critical analysis of discourses and practices in this educational field. It spreads out a rich diversity of inspiration sources for enriching programs or curricula and for conceiving appropriate strategies. (Contains 2 figures and 3 notes.)