INTRODUCTION Approaches that investigate human being-environment relations can be considered in a new discipline of ethical philosophy that is called environmental ethics. Two of these approaches have mechanical and ecological dimensions; the mechanical dimension covers anthropocentric and societal approaches, and reaches the conclusion that nature is a means to benefit people; the ecological dimension which is emerging as an alternative to this view includes life and environment centred approaches, and reaches the conclusion that variety should be maintained in nature and that the systems should be placed to center, not human or another living being. (Ünder, 1996). In fact, human being-environment relations can be broadly categorized as anthropocentric, that is human centred, and as non-anthropocentric, that isn’t human centred. Anthropocentric approaches are values that adopt organizing social life and save people health (Merchant, 1992). Non-anthropocentric approaches (one of them is ecocentrism) are values that adopt people as a part of ecosystems and save ecosystems’ health (Merchant, 1992). While the anthropocentric approach places the human at the centre of the ethical universe, non-anthropocentric approaches take radically different positions. All living beings, and in some theories, even lifeless things such as mountains and stones appear in the centre. This is the ethical view of the non-anthropocentric approach (Thompson, 1998). According to these views, non-anthropocentric approaches and viewpoints directed towards the environment can be said to be more affirmative than anthropocentric approaches. The most efficient way to develop people’s positive viewpoints towards the environment, in other words, in forming awareness towards the environment, is to begin the environmental training at an early age (Hungerford & Volk, 1990; Tilbury, 1994; Tbilisi Declaration, 1977; Wilson, 1994). Individuals begin to take their environmental education in their families and continue this in formal education. It is emphasized that environmental education should be given to individuals beginning from preschool to various levels of primary school, high school and university in formal education because of its interdisciplinary feature (Yılmaz et al., 2002). Families, teachers, shortly all adults are very important to develop children’s environmental ideas and attitudes; in other words, they have to know that their messages, emotions and ideas, positive behaviours about environment as models for their children are important at developing their ecological culture (Atasoy, 2005). At any level of education, teachers have crucial importance with their viewpoints towards environment and nature. Teacher candidates need to be educated about environment for developing positive values because of their role for children. PURPOSE OF THE STUDY The purpose of this research is to determine the viewpoints of last year university students about environment within the frame of anthropocentric and non-anthropocentric approaches.