Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
the theme of dangerous knowledge in frankenstein
enlightenment and romanticism in frankenstein chapter 2
scientce in frankenstein
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: the theme of dangerous knowledge in frankenstein
In Shelly’s ‘Frankenstein’ the theme of Knowledge is cultivated for multiple purposes. These included the effects of scientific advances, the de-mystification of nature, nature’s revenge and social relations in the romantic era. By examining knowledge in relation to the characters of Victor, Walton and the Creature it can be seen that the theme of knowledge is used a warning against the Enlightenment and a personification of the social injustices of the time.
Frankenstein, in his Faustian quest for knowledge, comes to symbolise ‘the man of science’ within the text. His family background and social position places him as a man of the enlightenment. It is therefore arguable that Frankenstein represents the empirical strand of Enlightenment science and thus his quest for knowledge symbolises a large push for scientific knowledge in the 19th century. However, Shelly portrays Frankenstein’s project as defiling nature. This is seen in Frankenstein’s assemblage of the creature.
Thus he works within the very "citadel of nature" […] He collects "with profane fingers" pieces of the dead, his task is "loathsome," he becomes "insensible to the charms of nature," and the seasons pass unnoticed. The Monster comes into existence as a product of nature-his ingredients are one hundred percent natural-yet by the fact and process of his creation he is unnatural.
Here Brooks argues that although the components of the creature are essentially natural, the means in which they are assembled are unnatural, thus defiling natures will. For example, ‘profane’ and ‘loathsome’ seem almost evil descriptions of Frankenstein’s work. This quote also suggests that the influence of nature is lost from Fra...
... middle of paper ...
...ure. Ultimately, like Frankenstein, the forces of nature punish Walton. ‘I am surrounded by mountains of ice, which admit no escape, and threaten every moment to crush my vessel’ Walton’s entrapment in ice serves as nature’s revenge for the encroachment in its territory. Thus the expedition is cancelled for the safety of the crew and the knowledge is never gained, however It can be argued that Walton realises that knowledge is not worth self sacrifice unlike Frankenstein who loses everything. As both characters are punished for their acquisition of knowledge, it is feasible to draw comparisons with Prometheus. Frankenstein has been distinguished as a ‘modern Prometheus’ due to the similarities of their actions and eventual punishment. This can be seen as a further repetition of Shelly’s warning against the abuse of knowledge.
In Lisa Nocks article appropriately titled “Frankenstein, in a better light,” she takes us through a view of the characters in the eyes of the author Mary Shelly. The name Frankenstein conjures up feeling of monsters and horror however, the monster could be a metaphor for the time period of which the book was written according to Nocks. The article implies that the book was geared more towards science because scientific treatises were popular readings among the educated classes, of which Shelley was a member of. Shelley, whose father was wealthy and had an extensive library, was encouraged to self-educate, which gave her knowledge of contemporary science and philosophy, which also influenced Frankenstein as well as circumstances of her life.
In Frankenstein, Mary Shelley scrutinizes the Enlightenment era’s pursuit for progress and knowledge as it is seen as morally chaotic for overstepping the natural order idealised by the Romantics. Victor F’Stein’s amibition to overpower the boundaries of nature by attempting to take up God’s role as the creator is enunciated in the metaphor “many excellent natures should owe their being to me”. Victor’s hubris and ambition reflects aspects of the Enlightenment – Shelley criticises the attempts of the age to control and empower natural processes, embodied in Galvani’s experimentation with animal electricity. Victor F’Stein represents humanity’s hubristic ambitions and fondness of knowledge. Shelley uses intertextual reference by characterising F’Stein as the “Modern Day Prometheus”. In Greek Mythology, Prometheus usurped the natural order by the creation of man. Prometheus was punished for for this crime eternally – an eagle eating from his liver; the implications are that nature is having its revenge for upsetting hierarchal order. However, Vi...
Bann, Stephen. Frankenstein, Creation and Monstrosity. Bronfen, Elisabeth. Rewriting Family: Mary Shelley's Frankenstein' in its Biological/Textual Context. Journal 1, Volume 1. Reaktion Books. 1994
At the beginning of life, humans are exposed to the outside world with an open and blank mind. A newborn has no knowledge, no concerns or worries and it only seeks to fulfill its main necessities. Surrounded by the outside world one lives through many experiences where knowledge is accepted. Encountering other human beings reflects upon one's perception and brings about ones self decisions. Mary Shelley’s novel, Frankenstein, written in 1816, demonstrates through characters that an obsessive desire for more knowledge may ruin ones life.
Mary Shelley’s Frankenstein is a nineteenth century literary work that delves into the world of science and the plausible outcomes of morally insensitive technological research. Although the novel brings to the forefront several issues about knowledge and sublime nature, the novel mostly explores the psychological and physical journey of two complex characters. While each character exhibits several interesting traits that range from passive and contemplative to rash and impulsive, their most attractive quality is their monstrosity. Their monstrosities, however, differ in the way each of the character’s act and respond to their environment. Throughout Frankenstein, one assumes that Frankenstein’s creation is the true monster. While the creation’s actions are indeed monstrous, one must also realize that his creator, Victor Frankenstein is also a villain. His inconsiderate and selfish acts as well as his passion for science result in the death of his friend and family members and ultimately in his own demise.
Since its publication in 1818, Mary Shelley's Frankenstein has grown to become a name associated with horror and science fiction. To fully understand the importance and origin of this novel, we must look at both the tragedies of Mary Shelley's background and her own origins. Only then can we begin to examine what the icon "Frankenstein" has become in today's society.
The monster of the novel is often misattributed with the name, “Frankenstein.” However, Victor Frankenstein can ultimately be considered the true monster of this tale. His obsession would lead to the corruption of his soul and the creation of two monsters—one himself, and the other, the creature. In attempting to take on the role of God, nature would become a monster to Victor and destroy his life. These elements of monstrosity in Frankenstein drive the meaning of its story.
Albert Einstein once said, “A little knowledge is a dangerous thing. So is a lot.” Einstein believes that there is a point where the acquisition of knowledge becomes dangerous for humans. Mary Shelley extensively explores the effect dangerous knowledge has on the characters in her book Frankenstein. Throughout the book, Frankenstein and the creature are corrupted by knowledge that changes their outlooks on life. In both cases, the information that corrupts the characters was not meant for them to be discovered. When Frankenstein is discovered in the Arctic by a sailor named Walton, he is taken on board of Walton’s boat. Frankenstein then tells Walton about his quest for information, and it changes Walton’s perspective on the pursuit of
Mary Shelley’s Frankenstein or; The Modern Prometheus, published in 1818, is a product of its time. Written in a world of social, political, scientific and economic upheaval it highlights human desire to uncover the scientific secrets of our universe, yet also confirms the importance of emotions and individual relationships that define us as human, in contrast to the monstrous. Here we question what is meant by the terms ‘human’ and ‘monstrous’ as defined by the novel. Yet to fully understand how Frankenstein defines these terms we must look to the etymology of them. The novel however, defines the terms through its main characters, through the themes of language, nature versus nurture, forbidden knowledge, and the doppelganger motif. Shelley also shows us, in Frankenstein, that although juxtaposing terms, the monstrous being everything human is not, they are also intertwined, in that you can not have one without the other. There is also an overwhelming desire to know the monstrous, if only temporarily and this calls into question the influence the monstrous has on the human definition.
knowledge is found at the heart of the novel, Frankenstein by Mary Shelley. Mary Shelley constructs her novel in a form of tripartite that consists of three speakers Victor, Victor’s Creature, and Robert Walton. The pursuit of knowledge is conveyed by the alluring antagonist Victor in his endeavor to go beyond human adeptness and discover the elixir of life. The pursuit of knowledge is shown through another character, Frankenstein’s Creature whose pursuit of knowledge prompts him to become aware of himself. Robert Walton through the pursuit of knowledge learns that his own strive for success leads him to learning that his selfish pursuits are effecting the people around him. The pursuit of knowledge is proved to be dangerous to all three speakers Victor, Victor’s Creature, and Robert Walton and all three prove to the reader how destructive knowledge can be.
Frankenstein, speaking of himself as a young man in his father’s home, points out that he is unlike Elizabeth, who would rather follow “the aerial creations of the poets”. Instead he pursues knowledge of the “world” though investigation. As the novel progresses, it becomes clear that the meaning of the word “world” is for Frankenstein, very much biased or limited. He thirsts for knowledge of the tangible world and if he perceives an idea to be as yet unrealised in the material world, he then attempts to work on the idea in order to give it, as it were, a worldly existence. Hence, he creates the creature that he rejects because its worldly form did not reflect the glory and magnificence of his original idea. Thrown, unaided and ignorant, into the world, the creature begins his own journey into the discovery of the strange and hidden meanings encoded in human language and society. In this essay, I will discuss how the creature can be regarded as a foil to Frankenstein through an examination of the schooling, formal and informal, that both of them go through. In some ways, the creature’s gain in knowledge can be seen to parallel Frankenstein’s, such as, when the creature begins to learn from books. Yet, in other ways, their experiences differ greatly, and one of the factors that contribute to these differences is a structured and systematic method of learning, based on philosophical tenets, that is available to Frankenstein but not to the creature.
Frankenstein has been interested in natural science since childhood and has described himself to “always have been imbued with a fervent longing to penetrate the secrets of nature”(Shelley 25), which foreshadows his future aspiration to create life, and
... is misrepresentation of the entire story based on whose point of view it is being told from. Despite Frankenstein and his monster being the core of the story, they are tainted by their own emotions as well as their own backstories. Through their animosity towards one another, they skew the story and are not capable of showing the tale in a light that is completely unbiased. Therefore they cannot encompass all of the themes of the novel because they are not able to show the truth of their own narrations. Walton on the other hand, is only there to bring to light the true themes of the novel therefore making him the most reliable of the three. He shows Shelley’s themes of religion, science, and nature all too well by retelling the story which Victor dies telling him and his lack of previous knowledge to the situation at hand makes him the least skewed of all three.
...Frankenstein and the creature. The situations that each character experience are lessons about how seeking prohibited intelligence comes with extreme consequences. Frankenstein is a Gothic novel which means it involves the supernatural; however, because it contains religious qualities it is more appealing to the common people’s idea of knowledge. Mary Shelley achieves her goal of informing the audience that man should not seek or possess the level of knowledge that God acquires. One should learn from the situations present in the novel because life comes with an enormous amount of knowledge; going after the unknown is an act of rebellion against God.
Victor Frankenstein and his creation are alike in several ways, one of them being their appreciation of nature. Victor embraces the nature for the quick moment that he escapes the creature as it “filled me with a sublime ecstasy that gave wings to the soul and allowed it to soar from the obscure world to light and joy” (Shelley 84). Vict...