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outcome and felt that his or her energy had not been invested in learning in
vain. The basic idea of Dewey’s pedagogy was that learners should take an
open and responsible approach to their own social interactions and creative
activities by evaluating their own learning processes. Communication and
discussion about experiences was seen as a key prerequisite for learning
(Dewey, 1933, 1938). This activity-based pedagogical approach, based on
students’ agency, is also reflected in the complex narrative processes that are
being implemented with digital tools in the 21“ century.
The most recent pedagogical paradigm is the constructivist theory of
learning, which sees learning not as the reception of knowledge from objective
reality through verbal, visual or tactile tools, but as an internal construction
of knowledge in which the student incorporates new elements into his or
her existing knowledge system (Nahalka, 2002). However, the major learning
theory paradigms are not mutually exclusive. Narrative patterns of cultural
transmission can be found both in the oral dialectical discourses of antiquity
and in the pictorial and verbal representations stored in external memory
devices after the invention of writing systems (Figure 9).
Figure 9. DST and the pedagogical paradigms (Lanszki, 2018, p. 33)
Based on a historical overview of pedagogical views, it is clear that the
idea of top-down transmission of unchanged information is less and less
prevalent in conceptions of learning, as the paradigm of democratic and
individualistic knowledge construction based on experience is becoming
increasingly dominant. The activities of the actors in the learning process
have also changed. Students are becoming more and more active and involved
in the learning process, and the role of today’s teacher is not the owner and
transferor of knowledge, but a mentor and facilitator of the learning process
who creates the optimal environment for learning.