Recently, the interest in the corrupted ecology by the counterattack from science is rising. On top of educational interest in it, the recovery of ecology and coexistence are pursued. The purpose of this study is to understand the meaning of ecology on the basis of Dewey s view of nature and to research ecological art education which aims for coexistence and growth through interaction with learners. This discussion examined the meaning of ecology based on Dewey s view of nature. According to Dewey, nature is mixed with something predictable and unpredictable, so that an organism with life needs transactions that become experiences and growth through penetration and change. Based on it, the learners in ecology were considered as members of ecology, and the transactional condition was viewed as a perceivable being. Also, learners were viewed to be able to understand/experience the relation between ecology and themselves through transactions. Based on this, it emphasized that the ecological art education should be a tool for understanding the horizontal relation between learners and ecology, and also for experiencing flexible activities under unpredictable conditions. Therefore, the art activity should be something to directly experience the ecological subject and transaction, and also the dynamic inquiry activity always moving forward changes by understanding the necessity of ecology and coexistence. Also, such art activity experiences would be contributing to the growth.