The historical development of constructivist pedagogy is closely connected with broader changes in philosophical and educational thought concerning the nature of knowledge and learning. Over time, the understanding gradually emerged that learning is not limited to the passive reception of information, but involves the learner’s own activity, experience, and interpretation of the world. Certain philosophical and pedagogical ideas compatible with later constructivist interpretations can already be identified in ancient philosophy and medieval thought. The views of Plato and Aristotle may be regarded as important historical preconditions for later learner-centered and constructivist-oriented educational theories. Increasing attention was directed toward experience, observation, personal development, and the learner’s participation in the educational process. Particular importance for the later development of constructivism belongs to Dewey, Piaget, and Vygotsky, whose theories provided a more systematic explanation of learning as an active and socially mediated process. Their ideas played a major role in changing traditional views of education and in establishing new understandings of the relationship between teaching, experience, and cognition. Viewed in historical perspective, constructivist pedagogy appears as the result of a long process of philosophical and pedagogical development rather than a directly continuous tradition originating in Antiquity. The evolution of these ideas reflects broader changes in the understanding of knowledge, the learner, and the purpose of education itself.