This work argues that in today's Knowledge Age, education's conceptual tools are inadequate to address the pressing educational issues and challenges of the times. Two things are required: to get away from the idea of the mind as a container and to understand the role of individual minds in societal knowledge production. An alternative model is proposed that the brain does not actually contain knowledge that we readily conceived of. The need is to understand how a brain thus constituted could sustain knowledgeable, intelligent behaviour. It is this model that needs to be developed in order to have a theory of mind that carries education into the knowledge age. The author situates and elaborates this theory of mind and discusses its practical educational implications. This work draws on new ways of thinking about knowledge and mind, including information processing, cognitive psychology, situated cognition, constructivism, social constructivism, and connectionism, but does not adhere strictly to any "camp". Above all, it is concerned with developing a way of thinking about the mind that works for the new challenges faced by education.