"According to previous research, this communication will explore the waysspace entangles with culture throughout education. We should know howspace expresses culture, conveys it or conforms to it. In order to do so,we will describe in this communication two very different"case studies". The first one is one analysis of the child's construction ofplaces in Barcelona, using wooden models. Thousands of models have beenanalyzed and conclusions will mainly be focused upon the social constraintsand educational circumstances. The second case study generates from anotherpoint of view. It deals with ten years of research about architectural educa-tion in the University of Barcelona, in the School of Architecture. Severalalternative methods of teaching design to architects have been explored. Ur-ban history and ethnomethodological studies have been related to the tradi-tional teaching procedures in order to change the usual attitudes regarding tothe existing environment by the students of architecture.These two very different perspectives: The genetical psychological analysisof children conceptions of places to live in and the architectural educationexplorations in the university, they have a lot of aspects in common. Thiscommunication will try to uncover these connections. This can spatially bedone by the role of the cultural and educational constraints in the way weperceive and conceptualize the environment, we dont see real objects orforms, we see what we are able to see with our education. It is important topoint out that this is even true when we use computers. Secondly, in bothssituations, children and students select and produce environment SIGNIFI-CANT, culturally speaking, to them. It is very important that neither in en-vironmental education, nor in architectural higher education, we haveenough research and data analyzing the impact of spatial education in generalas reinforce of cultural rites, attitudes, social roles and values.This communication will conclude with a statement upon the meaning ofmodernity in this context of architectural and environmental education. Wewill argue that we have completely forget the original interest of the modernmovements in architecture, and in space, and we have subtitute culturalspace for economic "standard" spaces, far from the "modern" environmentalattitudes. As a result of this confusion, environmental and architectural ed-ucation is today immerse in a sea of misunderstandings. Against other posi-tions that argue in favor of this confusion as culturally necessary in ourpresent world stage of historical development,We will describe these mis-understandings as excuses in order to isolate education from political reali-ty, or education from culture. Throughout the whole exposition, architecture will be considered as a cultu-ral transmitter. It will never be an "authonomous" object independent of so-cial interaction."