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Figure 3 presents the frequency of the names Albert Einstein, Sherlock Holmes, and Frankenstein in the English-language book corpus, analysed using the Google Ngram Viewer. The choice of these names is deliberate, reflecting a combination of cultural, educational, and cognitive considerations. Albert Einstein exemplifies scientific-rational thinking and academic culture. Sherlock Holmes represents logical-analytical reasoning, deduction, and narrative-based learning strategies. Frankenstein embodies ethical and value-related dilemmas in science and technology. Together, these figures cover scientific, literary, and ethical-philosophical dimensions of knowledge. These names are also highly recognisable in European and global educational contexts. They frequently appear in curricula, interdisciplinary courses, and initiatives for popularising science. Beyond their cultural significance, they have strong pedagogical potential. They are used as tools to develop critical thinking, scientific imagination, ethical reflection, and interdisciplinary connections. In addition, their semantic stability over time allows researchers to track usage trends reliably, as their meanings have remained relatively consistent throughout history. Pedagogically, Figure 3 illustrates how iconic figures and literary characters can serve as instruments for transmitting knowledge and values in the learning process. Changes in the frequency of their use reflect shifts in educational priorities. These shifts include a movement from a focus on classical scientific rationality to increasing interest in the ethical dimensions of scientific and technological progress, as well as in narrative-based learning approaches. In this way, cultural symbols play an important didactic role. They support the development of holistic thinking, foster integration between the humanities and natural sciences, and encourage value-orientated reflection among learners.