This paper begins with the assumption that the traditional views on human mind are problematic. The traditional views, which have been identified as the developmental theories in this paper are Freudian, Piagetian, and Vygotskian views on human mind. Their views have been dominant ones on the children’s minds. However, recently those views have been thought to be very problematic. Bruner has identified four principal tenets as the fundamental resources of fallacy: Egocentric perspective, Privacy, Unmediated conceptualism, Tripartism. This paper criticizes the presumptions the traditional views seem to imply and tries to propose an alternative. The purpose of this paper is to examine the fallacy the dominant views show in relation to the concept of children’s mind and to propse a new paradigm on education area. With the purpose, the paper is constructed as follows. Chapter Ⅱ identifies hidden fallacies imbedded in the traditional developmental theories and examines computer metaphor recently represented as a new view on human mind. Chapter Ⅲ deals with the mode of narrative thought introduced by Bruner(1986) and examines what the narrative is about, how the narrative makes meanings, what characteristics the narrative shows, and what implications the narrative gives. Chapter Ⅳ proposes the narrataive as a new paradigms on education. Finally the Chapter Ⅴ discusses pedagogy’s academic identity and suggests some educative implications in relation to narrative and schooling. In this paper, three implications are suggested as follows. The first holds that our schools should improve children’s narrative sensibility through the narrative arts such as, so called three great P’s, which means human Past, Present, and Possible/the subjects of history, social studies, and literature). The second holds that the interactive pedagogy should be emphasized in the classroom teaching. The interactive pedagogy recognizes children’s intersubjectivity, which means the human alblilty to understand the minds of others. And the third holds that the narrative mode of thought should be used with the support of the paradigmatic mode of thought. The paradigmatic thought is in no sense antithetical to the narrative. Scientific explanations are adjuncts to narrative interpretation and vice versa.