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Importance of science against literature
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The lasting impression of Waldman is made apparent with the beginning of Frankenstein’s mission of creation. While working on the creature, Frankenstein states, “[T]he moon gazed on my midnight labors, while, with unrelaxed and breathless eagerness, I pursued nature to her hiding-places” (Shelley 55). Waldman spoke of natures “hiding-places” in his own lecture and Frankenstein recalls this phrase while working on his creature. This supports the idea that obsession for scientific knowledge was spread from Waldman to Frankenstein. Soon Frankenstein would be taken over by the feverish work he would take part in due to his new fascination.
The events leading up to Frankenstein’s animation of his creature demonstrates how unhealthy scientific knowledge can be. Frankenstein started to become pale and cut off from social exposure. He describes his need to work on the creature as a “frantic impulse” (Shelley 55). This quote supports how addicted and consumed Frankenstein was by scientific knowledge. His constant urge to work on the creature was uncontrollable. The power of science was taking over Frankenstein’s life and depriving his relationships with his family for approximately two years. He no longer thought about his fiancé, Elizabeth, as much as he thought about finishing his experiment. The decrease in his social life developed a more suitable habitat for madness to grow within Frankenstein’s mind.
Frankenstein was starting to realize the repercussions of scientific knowledge. The moment the creature came to life Frankenstein felt a pang of fear and regret. He realized how he had wrongly interfered with the nature of science. He was so blinded by the drive to finish the creature that he did not see how he was affecting his fut...
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...monstrates how much potential she believed it held. The plot line that Shelley writes is highly affected by the series of unfortunate events, including death, that take place due to the power of electricity.
Works Cited
Frankenstein. Dir. James Whale. Universal Pictures, 1931. ICON.
Laan, J. M. Van Der. "Frankenstein as Science Fiction and Fact." Bulletin of Science, Technology & Society 30.4 (2010): 298-304. Academic Search Elite. Web. 9 Apr. 2014.
LINDA SIMON. Dark Light: Electricity and Anxiety from the Telegraph to the X-Ray. San Diego, Calif.: Harcourt Brace Jovanovich. 2004. Pp. 357.
Rauch, Alan. "The Monstrous Body of Knowledge in Mary Shelley's Frankenstein." Studies in Romanticism 1995: 227-53. Academic Search Elite. Web. 9 Apr. 2014.
Shelley, Mary Wollstonecraft, and Maurice Hindle. Frankenstein, Or, The Modern Prometheus. London: Penguin, 2003. Print.
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.
Works Cited Shelley, Mary. Frankenstein. 1818. Ed. J. Paul Hunter. Norton Critical Edition. New York: Norton, 1996.
in Frankenstein: Contexts, nineteenth century responses, criticism. By Mary Shelley. Ed. J. Paul Hunter. Norton Critical Edition.
Like all works that have been taught in English classes, Frankenstein has been explicated and analyzed by students and teachers alike for much of the twentieth and all of the twenty-first century. Academia is correct for doing so because Frankenstein can appeal to the interests of students. Students, teachers and experts in the areas of medicine, psychology, and sociology can relevantly analyze Frankenstein in their respective fields. However, Peter Brooks explains in “Godlike Science/Unhallowed Arts: Language and Monstrosity in Frankenstein” that Shelly had presented the problem of “Monsterism” through her language. According to Brooks, Monsterism is explicitly and implicitly addressed in Shelly’s language. While this may be correct, Brooks does it in such a way that requires vast knowledge of subjects that many readers may not be knowledgeable in. After summarizing and analyzing the positive and negative qualities of Brooks’ work, I will explain how the connection of many different fields of study in literature creates a better work.
Shelley, Mary. Frankenstein: A Norton Critical Edition. Ed. J. Paul Hunter. New York: W. W.
Shelley, Mary. Frankenstein. Ed. D.L. Macdonald and Kathleen Scherf. Orchard Park, NY: Broadview Press, 1999.
Works Cited Shelley, Mary. Frankenstein: A Norton Critical Edition. ed. J. Paul Hunter. New York: W. W. Norton, 1996.
Shelley, Mary. Frankenstein or the Modern Prometheus. The 1818 Text. New York: Oxford UP, 1998.
Before his depression began, Frankenstein wanted to expand his knowledge about science and natural philosophy during the prime of his life. By doing so, Frankenstein’s father, Alphonse, wanted him to dedicate his time at the University of Ingolstadt. While at the University, Frankenstein began to pursue
The desire of extensive knowledge is first seen through Victor Frankenstein. At the beginning of the novel, a young boy named Victor grows up in Geneva “deeply smitten with the thirst for knowledge” (20). The way Victor sees it, the world is a secret which he yearns to discover. His fascination in the secrets of the world drive him to study natural philosophy and chemistry at the University of Ingolstadt. Victor begins to further study discoveries of ancient scientists and is not satisfied with their knowledge. He says, “..I at once gave up my former occupations, set down natural history and all its progeny as a deformed and abortive creation, and entertained the greatest disdain for a would-be science which could never even step within the threshold of real knowledge” (24). Victor seeks to build upon previous discoveries and form new ones that go beyond the perimeter of mankind. Shelley shows how Victor’s obsession with knowledge of the unknown takes over his life and does not let anything or anyone stop him. Victor’s quest to overlook the natural limits of human knowledge brings about the creation of a monster that destroys his life and kills him. The monster he constructs does not reflect his o...
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.
Mary Shelley’s Frankenstein, or the Modern Prometheus, explores the monstrous and destructive affects of obsession, guilt, fate, and man’s attempt to control nature. Victor Frankenstein, the novel’s protagonist and antihero, attempts to transcend the barriers of scientific knowledge and application in creating a life. His determination in bringing to life a dead body consequently renders him ill, both mentally and physically. His endeavors alone consume all his time and effort until he becomes fixated on his success. The reason for his success is perhaps to be considered the greatest scientist ever known, but in his obsessive toil, he loses sight of the ethical motivation of science. His production would ultimately grieve him throughout his life, and the consequences of his undertaking would prove disastrous and deadly. Frankenstein illustrates the creation of a monster both literally and figuratively, and sheds light on the dangers of man’s desire to play God.
Mary Shelley uses Victor Frankenstein’s and the creature’s pursuit of dangerous knowledge in Frankenstein to question the boundaries of human enlightenment.
...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.
Mary Shelley’s gothic novel Frankenstein is a novel narrated by Robert Walton about Victor Frankenstein and the Monster that he creates. Frankenstein grew up surrounding himself with what he loved most, science. He attended Ingolstadt University where he studied chemistry and natural philosophy, but being involved in academics was not enough for him. Frankenstein wanted to discover things, but did not think about the potential outcomes that could come with this decision. Frankenstein was astonished by the human frame and all living creatures, so he built the Monster out of various human and animal parts (Shelley, 52). At the time Frankenstein thought this creation was a great discovery, but as time went on the Monster turned out to be terrifying to anyone he came in contact with. So, taking his anger out on Frankenstein, the Monster causes chaos in a lot of people’s lives and the continuing battle goes on between the Monster and Frankenstein. Throughout this novel, it is hard to perceive who is pursuing whom as well as who ends up worse off until the book comes to a close.