LANDOLT TABLES IN PRIMO LEVI’S “BEST IS WATER” - FOR VALUE-BASED CHEMICAL EDUCATION

Oct 15, 2026

Science education confronts the urgent challenge of rehumanization under increasing technocratic rationality. The study examines how scientific eponyms, framed through literary usage, may support value-based chemical education. Passages referencing the eponym “Landolt tables” in Primo Levi’s short story “Best Is Water” are analyzed in Italian and English translation, focusing on anthropomorphization via existentialism, phenomenology, postmodernism, psychoanalysis, semiotics, structuralism, symbolism, and theological philosophy. Findings indicate theological philosophy most strongly reveals anthropomorphization, while structuralism does least, and translation affects emotional charge, supporting empathy and moral alignment.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Abstract

Introduction

Dehumanization and the need for rehumanization

Value-based science education

Humanization vs humanitarization in education science

Eponyms as a tool for value-based learning

Literary contexts for eponyms

Proceedings of the 6th International Baltic Symposium on Science and Technology Education, BalticSTE2025 197 LANDOLT TABLES IN PRIMO LEVI’S“BEST IS WATER” FOR VALUE-BASED CHEMICAL EDUCATION Uladzimir K. Slabin University of Oregon, United States of America E-mail: [uslabin2@uoregon.edu](uslabin2@uoregon.edu) Abstract As science education faces the urgent task of rehumanization amid growing technocratic rationality, scientific eponyms, especially in literary contexts, offer a potential of rehumanization for value-based science education. To explore this potential, selected passages referencing the eponym “Landolt tables” from the short story “Best Is Water” by Italian chemist and writer Primo Levi were analyzed in both the original Italian and its English translation. The focus was on anthropomorphization of the eponym, using a range of interpretative theories: existentialism, phenomenology, postmodernism, psychoanalysis, semiotics, structuralism, symbolism, and theological philosophy. The findings suggest that theological philosophy reveals the anthropomorphization of the “Landolt tables” most strongly, while structuralism does so the least. The Italian original highlights psychological and existential moments, whereas the English translation places more emphasis on logical structure and narrative progression, thereby reducing the emotional charge. These results affirm that anthropomorphized scientific eponyms can help restore science education’s connection to human values, history, and morality. In doing so, they offer educators a powerful toolkit for rehumanizing chemistry instruction, nurturing not only informed minds but also empathetic and ethically attuned citizens. Keywords: anthropomorphization, chemical education, eponym, humanization in education, Primo Levi Introduction In today’s world, society faces an urgent need to counteract the ongoing process of dehumanization, particularly in the domains of science and education. Modern civilization is increasingly governed by technocratic and mechanical rationality, which tends to marginalize human values, emotions, and ethical consciousness. This condition demands a shift–a transformation from dehumanization to rehumanization. Such transformation is only possible through a comprehensive change in educational philosophy and practice, beginning with science education (Aberšek et al., 2023) . The field has been identified as a particularly problematic area within modern schooling due to its detachment from humanistic and moral dimensions (Slabin, 2007) . According to Lamanauskas (2009), the current model of science education often disregards the human dimension of scientific inquiry, focusing instead on fragmented knowledge and standardized testing. Education must return to its value-based version– one that instills not only scientific literacy but also moral responsibility, empathy, and global citizenship. This value-oriented approach realigns science teaching with the broader humanistic goals of education. National educational documents across countries | | [https://doi.org/10.33225/BalticSTE/2025.197](https://doi.org/10.33225/BalticSTE/2025.197) | | --- | --- | | | | | | | This is an open access article under the Creative Commons Attribution 4.0 International License Proceedings of the 6th International Baltic Symposium on Science and Technology Education, BalticSTE2025 198 such as Belarus, Kazakhstan, Latvia, Poland, Ukraine, and the United States reinforce this notion: science education is not just the transmission of knowledge but also the transfer of cultural and ethical values (Slabin, 2017a) . This broader view anchors scientific learning in the human experience. Contributing to this discourse, Elkanova and Chedzhemova (2013) offer a nuanced examination of how humanization and humanitarization have developed within the field of education science. While humanization emphasizes the dignity, individuality, and freedom of learners

FAQs

What educational problem does the study address?

It addresses the need for rehumanization in science education as technocratic rationality increasingly marginalizes human values, emotions, and ethics.

How is the “Landolt tables” eponym analyzed?

Selected passages are examined in both the original Italian and its English translation, focusing on anthropomorphization through multiple interpretive theories.

Which interpretive approach shows the strongest and weakest evidence of anthropomorphization?

The results suggest theological philosophy reveals the anthropomorphization of the “Landolt tables” most strongly, while structuralism does so the least.

Oct 15, 2026

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