One of the most pressing concerns related to science and morality in the contemporary world is the growing capabilities of artificial intelligence that could potentially threaten the whole human race. These models learn from the world around them and might eventually become sentient, and it is far from certain that they will decide to be benevolent to humans. In my personal opinion, it is crucial to develop additional safety and precaution regulations to prevent AI from hurting people.
There is extensive evidence that demonstrates the unlimited capabilities of artificial intelligence. This threat occurs due to a concept of mimicked evolution, meaning that deep learning models learn and evolve similarly to humans, absorbing all information around them (Marr, 2020, para. 1). Even though scientists program AI to be benevolent and never hurt humans, it is impossible to completely prevent artificial intelligence frameworks from getting dangerous information. After all, humans themselves are not perfect, while violence and prejudice are still present in contemporary society. From my personal observations, if deep learning algorithms are not restricted in their education mechanisms, they might learn the negative aspects of todays society. Moreover, in her novel, Mary Shelley demonstrated this threat in the example of Frankensteins monster, which was created to help humans (Shelley, 1818). However, the creature was corrupted by the world around him, eventually becoming hostile and dangerous. This argument clearly shows how sentient entities, whether AI or Frankensteins monster, might become violent and threaten people around them.
The scientific controversy between AI risks and benefits is a highly relevant topic. The example of Frankenstein shows that even more than 200 years ago people were concerned about mimicked evolution and the potential dangers of artificially created sentient beings. However, unlike Frankensteins monster, it is possible to implement more safety regulations concerning contemporary AI models. Therefore, humanity must consider the risks and benefits of AI development and ensure that these frameworks will never harm people.
In the history of world literature there are titles which are known to everyone. Such is the novel Frankenstein; or, The Modern Prometheus (1818) by the British writer Mary Wollstonecraft Shelley (17971851). The fate of the Swiss scientist Frankenstein, who created a living creature from dead materials and eventually turned into an executioner and at the same time a victim of his own creation, became a remarkable novel, which with the course of time captured wider cultural layers, going further exploring the issues originally designated by the author.
One of these issues and the subject of this paper is the theme of feminism in Shelleys novel. This essay analyzes the novel and its premises in the context of the authors background stating that the novel is bearing feminist ideas.
Overview of Feminism
Feminism is a contradictory phenomenon, thus many researchers, who attempts understanding the essence of feminism, as social phenomena, approach it in different ways.
Feminism to wide extent, is an aspiration for equality of rights between women and men, in all life aspects, and in another opinion, it is a feminine movement, with a purpose of elimination of discrimination of women and equalization of their rights with men. The different approach in observing feminism is mostly due to the particular epochs in which womens positions were considered and thus the various ways in which feminism showed up. In examining the context of feminism in literature, the background of the historical period in which this composition appeared should be considered. In the case of Marry Shelleys work, other factors play a major role as well.
The Background
Feminism has a long history, and perhaps and perhaps it is difficult to trace back its origin, where the womens resistance definitely preceded the occurrence of feminism as a completely formulated ideology. However, the roots of modern feminism can be trace back to the works of Mary Wollstonecraft a liberal writer, the wife of the political philosopher William Godwin and the mother of Mary Shelley, the author of the aforementioned novel and the essays analysis subject Frankenstein .
The attention was brought to Mary Wollstonecraft when she published her work A Vindication of the Rights of Man , which was immediately followed by A Vindication of the Rights of Woman , which is considered the first feminist document.
Let not men then in the pride of power, use the same arguments that tyrannic kings and venal ministers have used, and fallaciously assert that woman ought to be subjected because she has always been so&. It is time to effect a revolution in female mannerstime to restore to them their lost dignity&. It is time to separate unchangeable morals from local manners. - Mary Wollstonecraft in A Vindication of the Rights of Woman (1792) ( Mary Wollstonecraft: Enlightenment Feminist )
Thus, it could be seen that the philosophy of Wollstonecraft is possibly the direct influence of Mary Shelley, although the influence of the ideas of feminism were somewhat subtle in her novel comparing to other themes addressed and definitely less radical than her mothers works for that time.
Analysis
Addressing the feminism in Frankenstein , Shelley did not use direct depiction, where instead of portraying strong women fighting for their rights, she used the opposite to demonstrate the state of women role in the society as a sign of alert.
In that sense, it could be said that the character Uncle Tom, in Harriet Beecher Stowes Uncle Toms Cabin , is somewhat similar.
In a similar way, the novel is full of passive female characters, and to some extent she exaggerates in this passiveness, where most of the characters either die in a self sacrificing manner, such as Caroline Beaufort or Justine, or stay helpless throughout the whole novel such as Elizabeth who eventually was killed by the monster.
In addition, one general similarity between all the female characters is their dependence on men in their life.
In that sense the created monster is more progressive, possibly Shelley wanted to outline that point in ironical way, where the monsters desire for a female, is depicted as a desire for an equal companion and someone to share with, rather than a woman that would be dependent on him.
Truth to be told, the nature of women at that time period was demonstrated in the novel, where all the positions given to women in the novel were the same in real life, although it should be mentioned that this was mostly due to the patriarchal society they lived in, the society that expected the women to be as depicted in the novel, and the same society that Mary Wollstonecraft tried to oppose.
In that opposition, possibly it was expected that the creation of Frankenstein would be a female character, in contrary the male monster along with representing the sin of trying to be god-like, similarly to women this monster suffered.
This suffering could be demonstrated in the theme of education where the monster similarly to women of that time relied only on himself in education.
Similarly, the educational journey of the monster could be paralleled with the womens. In this context, the educational journey of women, does not mean, the educational shell in which the women were wrapped to please men, but the education in which they achieve the awakening point, after which they realize that their position in life is not limited to being someone to be ruled over by men.
In that sense the monster, is similar to the status of women, where they both were stripped of their identities, and the monsters hatred of the society is much more connected to the educated women being misunderstood by their societies.
They both educate themselves by secretly peeking into mens world.
Victors character is also an object that Shelley might have used as a target of her social refusal.
It could be said that the character of Victor is representing the society in general, and the values that they were representing in particular. In that matter, this statement could be paralleled to the similarity of women and the monster, where both of them fought-opposed the society in life and its representation-Victor in the novel.
The refusal of creating a female, is could be translated as a fear of his creation after which he destroyed it.
Finally, the message that could be sensed through the novel is the effect of education on women, the only path that should be taken to achieve something bigger than the hat you are expected from the society. In that sense the path of the monster was demonstrative until he was obsessed with self-destruction. The same self-destruction should be avoided by the women to escape the fate that was predicted by Shelley in her depiction of the female characters and the fate of the monster.
Conclusion
The feminism in Mary Shelleys novel is not so obvious at first sight, an opinion that could lie in the fact that Frankenstein was a unique novel in style as one of the first horror-gothic stories- a feature that could easily overshadow the theme of feminism in the novel. However, in studying the background of her mother being one of the first feminist, it was impossible for the researchers, scholars and ordinary people not to search for the signs of feminism. In that sense, it could be said that the feminism was more delicate in the novel, where it was portrayed only in representation of a whole set of characters. Additionally, the novel aside from feminism delivered many other important themes such as the theme of creation. However, in the context of the described epoch, Frankenstein was indeed a novel with a message to all the women.
Works Cited
Goodall, Jane. Frankenstein and the Reprobates Conscience. Studies in the Novel 31.1 (1999): 19.
Mary Wollstonecraft: Enlightenment Feminist. The Humanist.
There was a social bias that pieces of literature in the science fiction genre would never succeed in the 19th century. However, Mary Shelley destroyed this opinion in 1818 by depicting the life of Victor Frankenstein, creating a human-like creature. Frankenstein became a symbol of the danger caused by science that was beginning to develop. The novel begins with letters from Walton, who travels in Russia, to his sister Margaret and continues with the narration from Victor. I predict that from the early moment when Frankenstein creates the creature, he will become the monster in his life, leading to madness, while no one will accept the creature because people are usually afraid of the unknown.
Some would argue that Victors enthusiasm and knowledge can lead to the creation of the creature that would become his companion. Even the third chapter overwhelmingly supports that mastering science is like magic, as modern philosophers whose eyes to pore over the microscope or crucible have indeed performed miracles (Shelley, 1818). If they are that great in their field, it should be possible to have a kind creature who helps his master and other people. However, regardless of the creatures traits, creating and controlling him is still an undiscovered phenomenon. Historically speaking, when someone introduces a new thing that can be dangerous, people never take it will calmness. Although there are individuals who believe in the creatures benevolence, there must be others who oppose it. Therefore, the creature will never be accepted by the public because there is a chance that he will hurt others.
The idea that the creature becomes dangerous for people comes from the narrators obsession with the monster to the extent that he neglects his family, house, and himself. He spent all his days doing experiments and ignoring the pain as he said: My limbs now tremble, and my eyes swim with the remembrance (Shelley, 1818). Moreover, the fact that he does it to discover the secrets of heaven and earth means that the creature will never have a particular goal, such as helping people or serving them (Shelley, 1818). Instead, he probably inadvertently becomes a problem-causing agent for Victors family since the protagonist worries more about the monster rather than his loving wife. Such obsession usually leads nowhere because people become mad about their goals, like Victor.
Another argument is that human beings do not just comprise anatomically perfect bodies but also feelings and emotions that usually all monsters are deprived of as they are created, not by nature. Even the narrator admits that to give life to an animal as complex and wonderful as a man is a very responsible task. However, the fact that he pays more attention to his body but undermines the inner world hints at the idea that the creature would never be able to feel compassion. If the creature does not possess feelings, he can become a killer.
To conclude, I suspect Victors creature harms people and drives him mad instead of being accepted by society. This novel makes people think about the threats of developing sciences and the necessity to create some creatures similar to human beings. It resembles the modern dilemma about robots and artificial intelligences utilization when people become afraid of the idea that robots replace humans. Nevertheless, Frankensteins creature was never accepted by people in the 19th century. However, if he created it today, the question about his success and obtained support would be answered in another way.
Reference
Shelly, M. W. (1818). Frankenstein. Gutenberg E-book. Web.
In many stories that are not based on real events, the authors show evil and good aspects of the character or the general situation. Frankenstein and The Possibility of Evil are no exception to this rule as they have a piece of horror and allow us to learn specific things simultaneously. Every fiction carries an educative message, but the representation of good and bad can be interpreted differently.
Contrast
The main difference between the stories of Frankenstein and The Possibility of Evil is based on the evil aspect and the type of horror represented. While Frankenstein is represented as a horrifying selfish person, Miss Strangeworth sends evil mail without signing it (Jackson, 1965). The main difference between Frankenstein from Miss Strangeworth is in work and the influence on other people (Shelley, 1818). Frankenstein created a more serious evil by building a scientific creature and turning it into a living being.
Comparison
In both stories, the main characters raise social factors based on evil actions. For example, when Miss Strangeworth was writing a letter to Don Crane, she mentioned that some children are idiots but allowed the reader to understand that not all people are ready to have children when they cannot look after themselves (Jackson, 1965). In Frankenstein, the author also presented a parental abandonment to show how difficult it might be to raise new living begins (Shelley, 1818). Additionally, in both stories, the authors presented that people should stay tolerant of others and control their egos to avoid conflicts with their surroundings.
Conclusion
In conclusion, authors of fictional stories usually provide readers with positive and negative sides of personalities, and it is important to be able to retrieve important lessons from the negative experiences of characters. Frankenstein and The Possibility of Evil are different in types and meanings, but they are common in the same lessons aimed at readers, which help to build a general perception of the world.
References
Jackson, S. (1965). The Possibility of Evil. Saturday Evening Post.
Shelley, M. (1818). Frankenstein or the Modern Prometheus. George Routledge and Sons.
The novel Frankenstein by Mary Shelley is widely regarded as a classic of English literature, which was highly influenced by two major works of literature: the Creation myth Prometheus and the epic poem Paradise Lost. These two texts heavily impacted the characters and the plot of Frankenstein. Throughout the novel, the characters and plot are shaped by the themes and motifs of these important texts.
Frankenstein is affected by the Creation myth Prometheus as it is the story of someone who rebels against the gods and steals fire from them to give to mankind. This is echoed in the novel, as Victor Frankenstein is said to create life against the laws of nature and is punished for it. This is particularly evident in novels title, where Victor is described as The Modern Prometheus (Ping 255). This comparison to the mythological figure is used to demonstrate the danger of Victors actions, as Prometheus was cursed by the gods for his actions.
Paradise Lost also influences the novel, as both stories revolve around a being who rebels against a higher power. In both stories, the protagonist is punished for their actions. In Paradise Lost, Adam and Eve are disciplined for disobeying God, while in Frankenstein, Victor is punished for the Satanic revolt (Ping 256). This is particularly evident in the passage where Victor is said to have lost all soul or sensation but for this one pursuit (Shelley 45). This comparison to Adam and Eves pursuit of knowledge is used to demonstrate the danger of Victors actions.
The Prometheus and Paradise Lost not only affect the characters and the plot of Frankenstein but also provide a unique interpretation of the creation myths. In Frankenstein, Shelley uses the Prometheus and Paradise Lost to explore the themes of ambition, hubris, and the consequences of playing God. Through the use of these two influential texts, Shelley created a timeless and powerful work of literature.
Works Cited
Ping, Tang Soo. Frankenstein, Paradise Lost and The Majesty of Goodness . College Literature, vol. 16, no. 3, 1989, pp. 255-260.
Social and historical contexts surrounding Mary Shelleys prose fiction text Frankenstein, 1816, and Ridley Scotts Blade Runner (Directors Cut), 1992, influence the meaning and significance of each text as perceived by their audiences, through contrasting mediums of the novel and the film. By employing techniques significant to each medium, such as the multiple plot structure and epistolary narrative of Shelleys novel, and Scotts use of mise-en-scene and lighting, the composers convey a provocative view of texts in time. The elements of Frankenstein and Blade Runner are often disparate and distinctive for the reason that values and perspectives are reflected in the context. The contrast of both these texts allows singling out common features of some of their elements which altogether create new contexts and themes. Differences in these texts settings, plots, and structural techniques create such themes as humans usurpation of the power of God, the concerns with science excess, as well as the essence of humanity and duality of mankind.
The texts under consideration picture the events of different periods of time and have absolutely different settings, but both Frankenstein and Blade Runner express the desire of a human to have powers of God. The plot of Frankenstein set in the 1790s is situated in a broad spectrum of places throughout Europe, much of the action taking place in and around a Castle. Shelley also employs various literary devices, the portent dream, overwrought emotion and metonymy of gloom which together with the castle setting contribute to the Gothic sense of the novel. In contrast, Blade Runner is set in only one location, namely in a bleak, dystopian and postmodern Los Angeles during the year 2019. It is as if this futuristic rendering of Los Angeles exists in a perpetual state of darkness, a common trope of film noirs. This shows that, irrespective of how modern or developed the society is, there are always people who try to stand out and take full control over natural processes. Both Tyrell and Victor try to play God through the creation of life. These characters have different intentions regarding their creations. Victor, for instance, experiments with the revival of a dead because he wishes to learn the secrets of heaven and earth (Shelley and Hindle, p. 39). Tyrell, in his turn, creates Replicants as a cheap labor force; moreover, he seems to take much pride in himself for having powers of God because he even tries to control the Sun by polarizing his office window.
In addition, the plots of Frankenstein and Blade Runner reflect the progressive concern of science which is evident in both the texts. In the 19th century when Frankenstein was composed discoveries were being made in all fields of research; in those times there emerged evolutionary theories of Darwin and various branches of medicine, including the potential for electricity (galvanism) to restore life to dead bodies. Blade Runner, in its turn, was released in the post World War II, the Cold War, and the Holocaust era. In this period, improvements in medical treatment and antibiotics enabled many people to overcome life threatening illnesses, which led to science and medicine becoming immensely valuable for society. This rapid scientific development in both the periods of time led to the excess of science and creation of such beings as the Monster (Frankenstein) and Replicants (Blade Runner) who were virtually identical to a human (Blade Runner). Both the texts can be a depiction of what is expected of the modern world in case the use of technologies becomes uncontrollable.
Finally, both the texts utilize structural techniques which emphasize their expression of such themes as the essence of humanity and duality of mankind. In case with Blade Runner, the recurring visual motif of the eyes is significant in the development of the theme of humanity, in the sense that, if a being is able to look at, perceive and interact with the society, then that being may be considered to exist within that society. Scott also employs close-ups on the character in the majority of his scenes; through focusing on the face and eyes of a character the viewer is pressured to see and thereby recognize the duality of mankind. Frankenstein achieves the same effect through Shelleys utilizing a medium, the Monster, to show Victors inner corruption, ambition, and hard-heartedness. The Monster turns out to be even more empathetic that Victor, a human capable of emotions. Similarly, by means of the Replicants, Blade Runner induces the audience to reevaluate what it means to be a human. The empathy tests which the Replicants go through annually reveal that quite often these creatures exhibit more compassion than real humans who are impersonal and cold. This shows that Tyrell succeeded in making these creatures even more empathetic than humans for once he told Deckard: More human than human is our motto (Blade Runner).
Thus, to truly grasp an understanding of the purpose and significance of each text, the responder must acknowledge how both texts have been shaped by their respective contexts. Even audience sympathies and the responders perception of the creations change from dislike to understanding and compassion due to the context. However, a comparative analysis of Frankenstein and Blade Runner highlights that despite the influence overall context can have on shaping textual elements, some elements such as setting, plot, and structural techniques remain almost identical because of similar contextual concerns.
Works Cited
Blade Runner. Prod. Michael Deeley, Dir. Ridley Scott, Perf. Harrison Ford, Rutger Hauer, and Sean Young. DVD. Warner Home Video, 2006.
Shelley, Mary and Hindle, Maurice. Frankenstein. London: Penguin Group, 2003.
During the Victorian era, roughly the second half of the 1800s, the world was forever changed by the effects of the Industrial Revolution. The widespread use of machines and factories significantly altered the way in which people lived their lives and thought about their world. By the beginning of the Victorian period, the Industrial Revolution & had created profound economic and social changes, including a mass migration of workers to industrial towns, where they lived in new urban slums ( The Victorian Age , 2007). Achievements of technology and machinery inspired a great deal of new scientific debate in all areas of life. Charles Darwins recently published Theory of Evolution caused people to question the assertions of the Bible itself (Landow, 2006). An increasingly educated public added ever more voices to these debates, which was helped by the growth in newspaper and other periodical publications. These were made possible as a result of the introduction and increased production of the printing press. Literature in all its forms made it possible for every educated individual in the country, no matter how far out in the rural areas, to learn about and contribute to the widespread discussions that were taking place regarding the major political and social issues of the time. This did not occur simply in the realm of the non-fiction news articles but also happened within the pages of the increasingly popular fiction novels being produced. The Victorian novel, with its emphasis on the realistic portrayal of social life, represented many Victorian issues in the stories of its characters ( The Victorian Age , 2007). One of the biggest questions of the time concerned itself with the role of the scientist and his potential scheme to claim the position of God. This is one of the primary questions dealt with in Mary Shelleys novel Frankenstein in which Dr. Frankenstein can be seen to take on the role of God in his creation of the monster as the new Adam.
Victor Frankenstein, the main character of the story, intentionally adopts the position of God in his attempt to overcome the forces of life and death and place them directly in the hands of man. His goal is not simply to understand how life comes to be but to overcome the natural forces of death in order to more fully serve his own individual needs. His intention is to reanimate already dead tissue in order to create a new life based on Frankensteins terms rather than Gods. While Shelley discounts the science of the past as being unproductive and unimaginative, she illustrates that the science of the future will manage to break through these boundaries. The ancient teachers of this science, said he [Frankensteins first professor], promised impossibilities, and performed nothing. The modern masters promise very little; they know that metals cannot be transmuted and that the elixir of life is a chimera (Shelley, 1993: 40). However, she suggests through Victors experience that there is an upper end to how far science should strive. Victor Frankenstein, the modern Prometheus seeks to attain the knowledge of the Gods, to enter the sphere of the creator rather than the created (Bushi, 2002). Throughout the story, Shelley illustrates how science has reached a point where God is no longer necessary or used as a staying power for the investigations of its practitioners.
As he participates in his scientific studies, Frankenstein continued to imagine himself as creating a better human than the one created by God, deliberately taking on the role of God himself and deliberately pursuing the creation of a new Adam better than the one God created. In doing so, Victor is certain that he can manipulate the powers of nature established by God as a means of enforcing the better, stronger and more efficient powers of man. The comment that seems evident in Frankenstein is that God has abandoned Man; the progression of history sees Man abandon God in the Victorian era (Bushi, 2002). Frankenstein never thinks of himself as moving against religion in his scientific pursuit of the ideal man, yet his assumption that man as God created him was imperfect and inefficient is, in itself, a denial of the concept of God as an all-perfect being. In spite of his knowledge that he is manipulating the laws of nature, Frankenstein continues to develop the creature he started, imagining it to be a beautiful thing that will remain forever devoted to him, just as Genesis illustrates God imagining his ultimate creature, Adam. However, Frankensteins accomplishment of Godlike creation turns out to be something hideous, capable of inspiring terror upon first sight and Victor cruelly banishes it from his sight without a single thought for its welfare. Shelley underscores the self-centeredness of those who have power like Victor Frankenstein & Hes narcissistic, hes really hungry for self-aggrandizement (Bennett cited in Pamintuan, 2002). In many ways, this action reflects the contemporary concept of God as having turned his back on mankind, cutting it loose to discover on its own the terrors of science and creation while it also criticizes man for his arrogance in assuming God is no longer necessary in the modern world.
In much the same way that Frankenstein can be seen to adopt the position of God, the creature he makes can be seen in terms of Adam, Gods first man. While he is not pretty to look at, the monster is obviously born with a very gentle spirit and awakens to himself in an Eden-like garden wherein almost all of his needs are met by the wilderness that surrounds him. As he becomes more and more aware of his surroundings, Shelley inserts Lockean philosophy regarding the development of the individual as the monster is demonstrated to have a blank soul, the tabula rasa, that must depend on his environment to learn what he needs to know. Like most contemporary Lockean philosophers, she [Shelley] asserts that circumstances activate and direct an individuals capacity for imaginative activity; the inclination or predilection thus formed then constitutes the basis of identity (Poovey, 1984: 253). Like Adam, the one thing this wilderness doesnt provide him with, though, is companionship which he discovers, after being violently chased from the first village he comes to, is unavailable to him because of the combination of his looks and his lack of knowledge. Using true ingenuity, he determines to hide outside the DeLacey home and learn the art of communication with fellow creatures walking the planet. The monsters gentle nature is illustrated to a great degree as he describes to Frankenstein his thoughts as the spring warmed the earth during his stay outside the De Lacey home. He tells Frankenstein my spirits were elevated by the enchanting appearance of nature; the past was blotted from my memory, the present was tranquil, and the future gilded by bright rays of hope and anticipations of joy (Shelley, 1993: 119). However, observation from afar was not enough to ease the monsters isolation and he attempted to join the family in the only way he knew how, by making his presence known and discovering, again, that his appearance will prevent any kind of intelligent association.
In the progression of the monster through the story, one can trace an analogy with the progression of mankind after having left the Garden of Eden. After he is chased from the loving and patient home of the DeLaceys, the monster becomes obsessed with thoughts of revenge against his creator, yet he is unable to reach him and manages instead to again find respite in the solitude of nature. The day, which was one of the first of spring, cheered even me by the loveliness of its sunshine and the balminess of the air. I felt emotions of gentleness and pleasure, that had long appeared dead, revive within me. Half surprised by the novelty of these sensations, I allowed myself to be borne away by them; and, forgetting my solitude and deformity, dared to be happy (Shelley, 1993: 148). However, even in these silent places, the monster is unable to avoid the negative elements of life as he is injured while attempting to save a woman from being drowned by the rushing waters of a spring-fed stream. With his final hope for happiness thwarted in his creators refusal to create a companion for him, the monster dedicates himself completely to that creators destruction. In the end, the creature tells Walton, I had cast off all feeling, subdued all anguish, to riot in the excess of my despair. Evil thenceforth became my good. Urged thus far, I had no choice but to adapt my nature to an element which I had willingly chosen (Shelley, 1993: 239). In making this analogy, Shelley both justifies mans refusal of God as an act of retribution against Gods seemingly turning his back on man as well as criticizes man for his own folly in assuming he could make such a refusal without paying a heavy price of his own.
With the advancement of the Industrial Revolution, mankind believed all things were possible and God was no longer necessary as a stabilizing influence in their lives. The positivism of Auguste Comte proudly proclaimed the intention of science to invade all the dark areas of human knowledge and enlight a new man into an era free from religious obscurantism ( The Myth of Frankenstein , 2004). This is the sort of scientific attitude Shelley addressed in her novel as she places Frankenstein in the position of God and his creation in the position of Adam. However, rather than simply being a criticism of science, Mary Shelley used science as a metaphor for any kind of irresponsible action and what she really was concerned with was the politics of the era (Pamintuan, 2002). In her portrayal of the destruction of both science and creation, Shelley brings forward the importance of responsibility in science and the need for spiritual caution in developing new ideas. The concept she introduced into the general discussion of taking things too far, losing control of the situation because of trying to push too many boundaries all at once, has been applied to everything from science to religious doctrines to political policy in the years since the book was written.
Works Cited
Bushi, Ruth. The Author is Become a Creator-God: The Deification of Creativity in Relation to Frankenstein. Mary Shelley and Frankenstein. (2002).
Landow, George. Charles Darwin. The Victorian Web. (2006). Web.
Myth of Frankenstein. Five Minutes to Midnight. (2004).
Pamintuan, Tina. Its Alive: Frankensteins Monster and Modern Science. Humanities. Vol. 23, N. 5, (2002).
Poovey, Mary. My Hideous Progeny: The Lady and the Monster. From The Proper Lady and the Woman Writer. Chicago: University of Chicago Press, 1984.
Shelley, Mary. Frankenstein. New York: Barnes and Noble Books, 1993.
(The) Victorian Age. The Norton Anthology of English Literature. New York: W.W. Norton and Company, 2007.
Literature has been used as a tool by different authors to analyze human actions in many societies. From fiction to nonfiction books, writers use literature to explain various activities that involve human beings.
Literature offers an individual the opportunity to reflect on society in a way that is not confrontational. Although novels are always categorized as fiction, authors of these stories always draw their examples from society. Such books are always based on what transpired in the lives of authors. Conversely, novels are always recollections of peoples experiences in life.
Frankenstein is a piece of literature that brings out different societies in different countries. Narrated in the first person, the book provides readers with a picture of a normal family set up. The adoption of children is common in various societies in Europe.
The author has successfully managed to bring out world realities through a piece of literature. This story is based on the societal set up of Geneva, Swaziland. Although the author briefly introduces us to other countries in Europe, such as France and Italy, the attention shifts to the city of Geneva.
This article discusses the role of the family and education in society. It narrows down to evaluate how education and the family affect the life of Frankenstein. It is noted that the two aspects are the major socializing agents. The family is the primary socializing agent while the school is the secondary socializing agent. In modern society, the family is losing its primary role of socialization to education. This is clearly brought out in the life of Frankenstein.
Role of Family in Frankenstein
In the story, the family serves as one of the major socializing agents in society. The writer shows that a child acquires societal norms and values through family members. Societal norms and principles are significant since they allow a child to interact freely with other members of society.
The writer demonstrates that through the family, normative components of culture are transferred from the older members of society to the young ones. The child and other members of the family are able to develop capacities that would generate creative thoughts. These thoughts would permit the child and members of the family to respond appropriately to various situations and events in life.
Through the family, children are able to learn how to relate with parents, their future partners, other members of society, as well as their youngsters. The writer shows that the family is the basic socializing agent in society. Frankenstein confirms that children are capable of relating to society through the family. In case a child fails to interact with society, the community would face challenges associated with formlessness.
The role of love in the family is an additional theme that can be depicted in the story. The author observes that the family is charged with the responsibility of uniting society. The society should acknowledge, accept, and appreciate each individual in society. Frankenstein illustrates that family love is fundamental in human life.
The writer argues that marital love means a lot as opposed to feelings and sexual expressions. The author illustrates that family love is a gift that is characterized by harmony and faithfulness. In the story, the family plays a big role in regulating sexual activity. It is frequently expected that sex relationships occur in some sort of marriage association. Such relationships are regularized through some social rules.
Therefore, a family has some significant responsibilities regarding sexual relations. Sex should take place within a standardized setting. Just like in any other society, the family in Frankensteins story exists to provide financial support to other members of the family. In the story, this takes a different form. The family gives each member some form of support to empower him/her economically.
Finally, the family exists to satisfy emotional needs regarding love and safety. In the story, most individuals depend on their families for emotional support. In the story, relatives loath children, but they do not stop loving them. The feelings of such children are dreadfully perplexed by the treatment they get meaning that the family is the major caregiver in society.
Role of Education in the Story
Education is vital to an individuals success in society. This is according to the writer. School offers individuals an opportunity to sharpen their skills, which would further prepare them physically, emotionally, and socially for the world of work in mature commitments.
Through education, society can maintain a strong community that can actually produce health care experts, knowledgeable healthcare clients, and maintains a healthy populace. The author claims that without an educated population, society cannot develop either socio-culturally or politically.
It can be observed that education plays an important role in regards to storage and transmission of knowledge. This would mean that school is responsible for keeping knowledge safely and dispensing it to those who need it. Through published books and journals, learners can access what others have invented in various fields. In the story, the writer observes that scientists publish an article regarding their findings.
Such publications are vital in distributing ideas in society. Scientists are always supposed to publish their works for others to review. However, in the field of technology, findings are not made public because such findings are utilized in developing valuable goods. Scientific findings are made public because they aim at educating the population while a technological finding is kept secret because it is a resource. It is not surprising that individuals seek patents immediately. They come up with certain technologies.
In Frankensteins story, education plays a role as regards status ascendancy. Education is one of the few legitimate means that beneficiaries may utilize to improve their status rankings in society. Schooling facilitates mobility within occupational or political rankings.
Education offers an individual with an opportunity to shift from one social status to another. The writer tries to express that education diversifies an individuals chances in life. The writer of the story underscores the fact that education is the solution to various problems afflicting society. Through education, good traditions, principles, and awareness against inhumane practices such as violence, dishonesty, and infections are enhanced.
Through analyzing the story, it can be observed that education is an important aspect of human life. It transforms an individual to enjoy advanced life in collective well-being. It equips people with desired attributes that are essential in leading decent lives. In the story, it can be reported that education molds an individuals behavior. Individual personality benefits from the positive transformation that facilitates interactive fluency and social appeal. In the story, educated persons do not pose threats to others.
Instead, individuals act as social magnates and social glue, which means that they attract others. Earning a professional award in education prepares an individual to participate and contribute to organizations, corporations, and associations. In the story, therefore, education offers individuals with the power to move on and do things constructively. Education provides an individual with various perspectives. A learned person will always have alternative plans in life.
The Effects of Education and Family
Frankenstein was keen to acquire knowledge from his teachers in school. He was convinced that it was only through education that one would understand the world. In this case, the writer believed that education increased an individuals orientation to the world. From what the author says, it was his interest to ensure that knowledge offered in class remained in his memories.
He says: I took their word for all that they averred, and I became their disciple (Wilke and Hurt 21). The author also notes with regrets that the father was not a scientist and, therefore, he could not be in a position to help him interpret scientific subjects. His determination to acquire formal education saw him secure admission to the University of Ingolstadt.
The parents inspired him through encouragement. Indeed, the presence of Elizabeth was comforting. However, as Frankenstein was about to join the University of Ingolstadt, Elizabeth fell sick. His mother had to take care of her. Unfortunately, the mother contracted a similar complication that would later kill her.
This was very devastating. She had been a driving force to his ambitions in life. The reality that he would live without her was itself a monster. He was to go to the school that was some miles away from home. It would be much better if the mother was still alive. He would have some hope of seeing her when he would visit during recess. However, he was sure that the mother was no more.
He decided to go for a pure science course at the university. He had developed a special interest in chemistry. He believed that chemistry was the best subject. While in school, memories of his family at home preoccupied his mind. He could imagine Elizabeth and other family members sharing meals. However, the oppression caused by her mothers death left him with injuries to the extent that he could not live peacefully.
He loved the mother and could not believe that she was gone. Such memories would affect his studies and socialization. Sometimes, he could not avoid them, especially when he faced hardships in school. The mother was his source of strength during such hardships. Her absence was a reality that Frankenstein had to take time to accept. The family he left had been the only consolation. He felt that the world was empty without his close relatives. Therefore, one may say that the family has a strong influence on an individuals life.
It is evident that the family ties strongly affected the life of Frankenstein throughout his life in school. Although he was keen to gain knowledge from this university, he could not avoid a nostalgic mood when his memories flashed back to his family at home. From the story, it is true that, though Frankenstein appreciated education, family ties affected his concentration. Therefore, education and family ties are two things that are closely related. An individual can only perform well in school when he/she has a settled mind.
Works Cited
Wilke, Brian and Hurt, James. Literature of the Western World Volume II. 5th ed. New York: prentice Hall, 2000. Print.
The role of science in the novel Frankenstein by Mary Shelley has been disputed by many scholars. Critics tried to consider the problem from different perspective stressing on the nature, science and human being. It should be mentioned that much research of the novel is based on the contemporary knowledge of the end of the 20th century.
The scientists were interested in the possibility of the relation of the novel to the real scientific issues even though much time has passed from the time of the novel writing and many discoveries were made.
One of the main reasons for considering the connection between Frankenstein with science remains emergence of the synthetic biology along with life and non-life, the natural and the artificial, and even the material and the informational (Belt 257). All these aspects impacted the desire to reconsider the novel from an absolutely new perspective which could not be dwelt upon before the real signs of the problems have not emerged.
The notion of the synthetic biology is defined by the engineering where the organism cells are used for creating a life from scratch applying to the innovative technologies. One of the main goals of this science is to make sure that people are able to control the life like they are able to control their machines.
Much attention is paid to the problem in the modern world and many scientists who want to succeed in the sphere refer to Mary Shelleys gothic novel Frankenstein; or, The Modern Prometheus. The introduction to the novel sounds as following, Frightful must it be; for supremely frightful would be the effect of any human endeavour to mock the stupendous mechanism of the Creator of the world (Shelley 2007, p. 9).
Van den Belt (2009) is sure that the discussion of the Frankenstein wihing the scientific light began possible when people developed a desire to play the role of God by means of creating a life synthetically. Cloning is one of the departments of the scientific ideas which may be also considered within the novel. The contemporary advances in the life sciences allow critics to view Mary Shelleys Frankenstein from another perspective, analyzing each thought and idea developed in the novel (McCall 2011).
The connection of Frankenstein with science may be considered from different perspectives, however, the problem of gender and the ability to give birth as the scientific aspects are closely interconnected with the problem of feminism in the novel. Many scientists and scholars tried to view the problem of the connection between Frankenstein and science from the perspective of the feminist vision as the novel is written by a woman.
Banerjee states that Frankenstein does bring into play the theme of reproductive creation through images that evoke female reproductive experiences (Banerjee 2011, p. 5). Reading the episode when Frankenstein emerges, the process of gestation and birthing on the scientist my be considered who undergoes midnight labours, faints, grows pale and emaciated with confinement, and suffers from nervous fever, anxiety and mental agitation (Banerjee 2011, p. 5).
Now that I had finished, the beauty of the dream vanished and breathless horror and disgust filled my heart (Shelley 2007, p. 56) is the phrase which was the starting one for the discussion about the scientific nature of the novel. Trying to justify the scientific idea in the novel and its positive impact on the world of science, Bizony (2009) provided many arguments. It should be stated that the consideration of Frankenstein as something unnatural is a usual vision of this hero.
Still, Bizony (2009) stated that medicine has always been considered as something unnatural as only due to drugs and neither medical intrusion many people continue living and enjoy life. Frankenstein is cannot be compared with medical effect, however, he should not be considered as someone unnatural. Therefore, this is one more argument in favor of connecting between Frankenstein and science.
Many scientists are dreaming of creating a person without a man and a woman as the main participants of the process of birth. Such scientific ideas are numerous and Mary Shelley made an attempt to show what is going to happen if such a monster is going to be created in the scientific world.
She offers a philosophical nightmare revealing the horrific consequences of methodological naturalism taken to its logical conclusion (Hogsette 2011, p. 531) and presents the possible results of the scientific experiments. Scientists do not want to create a monster, however, they are interested in creating someone who is not born as usual people. The story in Frankenstein describes the result which may be trying to assure scientists that such approach is inappropriate.
Additionally, the novel is usually considered as the symbol of concerns people are to experience about the risks and danger of scientific experiments. The research should not be conducted in the sphere where the danger to human beings is observed. The novel by Shelley is a goods example of what may happen when the scientific ideas will become a reality (Hammond 2004).
Krischel (2011) agrees that the creation of the human being as discussed on the novel is inappropriate, however, he cannot reject the fact that the novel may be used as the Victorian science fiction with the reference to the use of electricity in medicine as it is described in the novel. The problem has been researched since 17th century.
Nowadays, it is possible to see a lot of medical equipment which applies to the use electricity for supporting human bodies living. It is impossible to say that he novel was the central factor in developing the research, there were other circumstances and arguments, however, the fact should not be rejected as well.
The research on electricity and its application continues until now. The time when the novel was written coincides with the time when the research began. Much attention was paid to the novel as to the source of inspiration, however, the scientists did not consider it as a science fiction seriously being aware of the author and her age. However, some ideas described in the novel had the scientific value, and who knows maybe some other aspects may become a part of scientific world (King & Knellwolf 2008,)
Frankenstein by Shelley is an example of the attitude of the society to the scientific research. Even though the research is necessary and it must be present as the contemporary world is constantly developing and changing and innovation is a part of this process, social opinion is to be considered as the cultural and other vision of the world may cause the contradiction to scientific discovery (Turney 2000).
Reference List
Banerjee, S 2011, Home is Where Mamma Is: Reframing the Science Question in Frankenstein, Womens Studies, vol. 40, no. 1, pp. 1-22.
Bizony, P 2009, Frankenstein reclaimed, Engineering & Technology, vol. 4, no. 5, pp. 82-85.
Hammond, K 2004, Monsters of modernity: Frankenstein and modern environmentalism, Cultural Geographies, vol. 11, no. 2, pp. 181-198.
Hogsette, DS 2011, Metaphysical Intersections in Frankenstein: Mary Shelleys Theistic Investigation of Scientific Materialism and Transgressive Autonomy, Christianity & Literature, vol. 60, no. 4, pp. 531-559.
King, CK & Knellwolf, C 2008, Frankensteins Science: Experimentation and Discovery in Romantic Culture, 1780-1830, Ashgate Publishing, Ltd., New York.
Krischel, M 2011, Electricity in 19th Century Medicine and Mary Shelleys Frankenstein, Auanews, vol. 16, no. 1, pp. 20-21.
McCall, B 2011, Frankensteins Science. Edited by Christa Knellwolf and Jane Goodall, Heythrop Journal, vol. 52, no. 2, pp. 332-333.
Shelley, M 2007, Frankenstein, Pearson Education, London.
Turney, J 2000, Frankensteins footsteps: Science, genetics and popular culture, Yale University Press, Yale.
van den Belt, H 2009, Playing God in Frankensteins Footsteps: Synthetic Biology and the Meaning of Life, Nanoethics, vol. 3, no. 3, pp. 257-268.
The Romantic era of art and literature is a movement which started in Europe at the end of the 18th century, peaking around the time between 1800 and 1840. Its main proponents were keen on showing that emotion was a fundamental origin of all beauty, and in this regard, deep-seated feelings such as awe and apprehension were given new importance.
Because of this link with emotion, the era saw tradition and custom got regarded as noble and also made individuals interested in the artistic and literary fields of the time value spontaneity. The movements roots were in German but later spread to the rest of Europe in a bid to give prominence to emotion over enlightenment.
The Romantic era was mainly characterized by the room for free expression, which was permitted to artists of the time.
For all works of literature and art that defined the movement, creators drew inspiration from imagination, and were not required to shape their works around conventional rules set about the production of such material. During this period, originality was highly-rated and any works that borrowed ideas from the creations of other artists were shunned by the adherents of the movement.
In literature, the Romantic era was characterized by thematic revolution that revolved around criticizing the past. This movement held satire in low esteem terming it undeserving of critical attention. Some of the most renowned authors of the time were Edgar Allan Poe and Nathaniel Hawthorne, whose main works centered around the occult.
Thomas Chatterton was the first poet to have his English works gain appreciation during the movement. Other notable authors of the period were James Macpherson, Walter Scott, Mary Shelley and Horace Walpole.
Mary Shelley and Frankenstein
Mary Shelley was born on August 30th 1797 to philosophers William Godwin and Mary Wollstonecraft. Her mother passed away eleven days after her birth, leaving Shelley and her two siblings under the care of her father and Mary Jane Clairnmont, her stepmother.
Godwin, being rooted in political philosophy, made it a point to take all his children through an informal education system that emphasized on his liberal political theories. Aged 17, Mary entered into a relationship with Percy Bysshe Shelley, a keen follower of her fathers ideologies who was also married. The two got married two years later after Percys first wife Harriet killed herself.
In the same year, while spending her summer break in Switzerland, Mary came up with an idea for the novel Frankenstein. Percy supported her and together they dedicated most of their time to writing. Together with poet Lord Byron, they spent a lot of evenings discussing the experiments conducted by Erasmus Darwin and his concepts of giving life to a dead body and combining body parts to an alive being.
At the time, the popular myth in the area was that Darwin had actually managed to give motion to dead matter. This in combination with ideas from other ghost stories that the trio read while seating around a fire led Byron to suggest that each of them should write a supernatural tale.
Mary came up with Frankenstein. She had initially planned to have it as a short story but later, with Percy edging her on, she turned the story into a novel, Frankeinstein; or, The Modern Prometheus. The novel was published in 1818.