In this article, the author discusses how realization of the ideas of humanistic pedagogy and psychology serves as the foundation for the development of value attitudes toward nature and the surrounding world, for the formation of a new type of ecological consciousness. It is obvious that the interaction between human civilization and the earth's biosphere has reached a dead end. Problems of the humanization of education and the search for an effective mechanism to regulate ecologically vital activity have been linked to the formation of an ecological consciousness, a consciousness that is based on value attitudes oriented toward the preservation, restoration, and rational use of the natural world. In today's society, there is an entrenched contradiction between the need to shape an ecological consciousness in the younger generation, one that is capable of undertaking an ecocentric approach in interactions with other members of the socium and objects of the natural world, and the absence of a sufficiently effective approach to the organization of this kind of education and upbringing. The author suggests that technologies that have worked out and tested in practice can be utilized to optimalize the process of ecological education and upbringing, to shape an ecocentric consciousness. The author also discusses the normative legal basis of the system of continuous ecological education and describes the characteristics of preschool ecological education, general ecological education, professional ecological education, and supplementary ecological education.