MENDELEEV’S PORTRAYAL AND MENDELEEVIAN EPONYMS IN CHEMICAL EDUCATION: SIC TRANSIT GLORIA MUNDI

Abstract

Scholars as exemplars and their linked eponyms play a significant role in education. Since the discovery of the periodic law in 1869, perceptions of Mendeleev and his eponyms may have shifted. With the aim of assessing the historical and current portrayal of Mendeleev and his eponyms in chemistry textbooks and on the Internet, content analysis of textbooks, including Soviet and contemporary Russian (11) and Ukrainian (16), was conducted. Additionally, an Internet search in 7 languages was conducted to assess the prevalence of Mendeleevian eponyms online. Primary Mendeleevian eponyms are predominantly utilized in the Russian segment of the Internet. While Mendeleev’s portrayal held significance in mid-20th-century Soviet chemistry textbooks, his presence has dwindled in current Russian and Ukrainian textbooks. This decline is attributed to the obsolescence of associated chemical realities, the disputed priority of Mendeleev, and an ambiguous attitude towards him. The implications of this decline include loss of historical context, reduced memorization aids, impact on critical thinking, disruption of continuity, and reduced humanism in education. The research underscores the importance of a balanced and inclusive approach to science education, recognizing contributions from scientists of diverse backgrounds and perspectives, and highlights the interconnected nature of science education and international relations. Keywords: chemistry textbook, content analysis, eponym, Mendeleev, periodic system