Oldal 126 [126]
Part IV.
Storytelling and Learning
in the 21"! Century
Learning through narratives is a fundamental mode of human thought
(Bruner, 1986), as selecting the most relevant elements from a myriad of
information, putting them in causal order, and presenting a conclusion are
the keys to easier comprehension, interpretation, and storage. Narrative
structures have contributed to knowledge transfer in various forms, media,
and functions throughout human history. Drawing on Aebli’s (1951)
theory, Nahalka (2004) reviews the changes in pedagogical paradigms of
information transfer in chronological order. He distinguishes between the
knowledge transfer didactics of antiquity and the Middle Ages, the pedagogy
of demonstration that flourished in the age of empiricism, the pedagogy of
action at the turn of the century, and the dominant pedagogical paradigm
of today, pedagogical constructivism.
The main form of knowledge transfer in ancient pedagogy was oral
transmission through learning texts verbatim and then recalling them. The
stories of local groups, as well as tales and sagas, were passed on by oral
tradition. Homer's epics and the Bible also survived through the learning
and transmission of complete texts. Pre-processed knowledge, organized in
a narrative pattern, was transmitted through interpersonal communication
and language. Knowledge transfer by memorization was a dominant paradigm
not only in antiquity but also in the Middle Ages, and this form of oral
transmission is still used today in organized education.
However, the didactics of Comenius (1658) introduced a breakthrough, as
illustrative images appeared alongside verbal content in educational practice.
Comenius (1657) was impressed by the basic ideas of the age of empiricism,
and considered experience through the senses, primarily observation, to be
the primary means of learning. In his pedagogy, Comenius put objects and
iconic content at the service of students’ cognition.
At the turn of the 20" century, a new paradigm, the pedagogy of action,
emerged as part of reform pedagogy alongside the oral transmission of
knowledge and demonstration. Dewey's views introduced a learner-centered,
experiential pedagogical approach to education based on collaboration,
reflective dialogue, and co-creation. The learning process aimed to involve
students actively through their curiosity and playfulness. The engagement was
believed to be increased if the student experienced an interest in the learning