Objective:

This paper aims at systematizing epistemic foundations that support the psycho-spiritual development of the subject with respect to the environment in which he lives, as a result of environmental education.

Methods:

Basically three methods of the theoretical level of knowledge (historical-logical, analytical-synthetic and inductive-deductive) were used to systematize information from authors empirical records, gather along 30 years of university teaching experience (namely of postgraduate programs and doctoral theses tutoring), documentary analysis, and the exchange of opinions with professionals from other Cuban and foreign universities.

Result:

Environmental education must assume, among its objectives, to stimulate the subject's enrollment into significant processes and the construction of meaning with respect to the environment. For this, it will be necessary to stimulate, from wakefulness and meditation, based on ecosophical, bioethical, psychological, semiotic, sociological, pedagogical and didactic positions, the interest in transcending one's own existence and seeking emotional well-being by taking advantage of virtues and values. universal humanistic, such as empathy, commitment, altruism, love and solidarity.

Conclusions:

The desired psycho-spiritual development is achieved when the subject has been provided with keys that allow him to decipher the signs that are generated from his permanent semiosis with his reality and techniques to let flow those sensations, emotions, impulses and bodily energies that emerge as a result of that interaction.

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