The narrative approach to research of educational problems, issues in historical context gives, from one side, many additional possibilities to enliven and concretise different educational situations in time-space. From another side this approach enriches general characteristics in philosophy and history of education.
In current paper narrative analysis is applied to most distant, prehistoric period of existence of human being. This was the stage when mythological view and understanding of a world appeared, developed and took its course with beginnings of all its tabus and rights and laws, obligatory initiation, authority and responsibility of knowers-teachers-schamans. At this period attention was payd to three obligatory moments at human`s life-arc – birth, creation of new life together with sexual education and marriage rituals, and death.
Narrative approach allows to see iand inderstand in history of education the wide spectrum of educational aspects what co-exist in fullness and wholeness of myth like philosophies, history, poetics, ethics, epical literature, art, education and rituals.
Every aspect blends into the wholeness of being, existence what draws on mythical thinking. Many of educational understandings have reached us from this far-away period and there are much more of them than we usually suppose to think.
The special attention in paper will be on key words like sign, gesture, word, dance, ritual what play an important role in educational narrative as well.