If we consider the role of education and its implications in the formation of a critical and conscious user of architecture, it is obvious that the development of educational strategies related to the sustainable development of our common space and environment becomes fundamental. Among the objectives of art education, we should consider our commitment with authentic and actual problems in our societies. One of them is the awareness of the characteristics of the built environment. Our cities

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... , in fact, the results of time-space plasters that function as units of spatial experiences in everyday life. The oldest buildings are iconic points of reference, and their simple presence produces a collection of unique meanings to the collective memory of a culture. Their demolition would in many cases injure the cities' images and memory. The main question is how to develop programs at all educational levels to promote critical and responsible attitudes towards the common environment covering all the aspects that shape the concepts of sustainable spatial development. However, it is not possible to create strategies without proper information about the views of the students. The collection and analysis of this views is the main theme of the paper. It is supported by an empirical research on the image of architecture and the environment, held among secondary school students. The research is based on the idea that one of the most efficient critical attitudes towards the world would be to develop an unconditional connection of art work with »everyday life conditions« to promote the education of critical and responsible »perceivers « of the environment.