Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Feminism in frankenstein
The theme of women in Frankenstein
The theme of women in Frankenstein
Don’t take our word for it - see why 10 million students trust us with their essay needs.
The Character of Safie in Frankenstein
Even though she is only mentioned in Mary Shelley's Frankenstein for a
relatively brief period, the character, Safie, is very interesting as she is
unique from the other characters in that her subjectivity is more clearly
dependent on her religion and the culture of her nation. Contrasts can be made
between the Orient and the European society which attempts to interpret it.
Often, this creates stereotypes such as western feminists that have viewed
"third-world" women as "ignorant, poor, uneducated, tradition-bound, religious,
domesticated, family oriented, (and) victimized"(Mohanty 290). Of course, some
of these things could also have said of European women of the time period,
although no one would argue the point since Oriental women were viewed as being
more oppressed. Strong contrasts can also be made in relation to the differences
between Safie's development as a foreign character and her subjectivity as a
female character in relation to those of the other female characters of the book.
While the other female characters lack depth into how their religion and culture
affect them, Safie's religion and Arabian culture sculpt her into a subject with
feminist qualities juxtaposed against her fulfillment of European domestic
ideology.
Many theorists, such as Benveniste who said, "Consciousness of self [or
subjectivity] is only possible if it is experienced by contrast," argue that
one's subjectivity can only exist in their relation to the Other(85). The
subject's relation this "Other" depends on which aspect is being examined. For
example, when dealing with gender, it would be the relationship between Man and...
... middle of paper ...
...it fulfilled the domestic ideology of the European society. The
society itself was phallogocentric and, by nature, riddled with its own
subjectivity, such as the Orientalism inherent in Europe, which attempted to
examine the Orient which had "a brute reality obviously greater than anything
that could be said about them in the West"(Said 304).
Works Cited
Beneviste, Emile. "Subjectivity in Language." Course Reader. 83-88
Mohanty, Chandra Talpade. "Under Western Eyes: Feminist Scholarship and
Colonial Discourses." Course Reader. 289-300
Said, Edward W. "Introduction to Orientalism." Course Reader. 303-312
Shelley, Mary. Frankenstein. Ed. Johanna M. Smith. Boston: Bedford Books,
1992
Smith, Johanna M. "'Cooped Up': Feminine Domesticity in Frankenstein." Bedford
Books, 1992 270-285
Homer's great epic, "The Odyssey" was written several thousands of years ago, a time in human history when men played the dominant role in society. The entire structure of civilization was organized and controlled by men; It was an accepted fact that women held an inferior position in society. Society was constructed as if women were around only to serve the men. The involvement of women in any circumstance was almost completely dominated by what the men allowed. The women were valued in society, only they were not given important roles or any decision making power. It is as if they held no power in the ancient Greek society. This is why Homer's Odyssey is very unique, Homer put women into roles that were previously unheard of for women to possess. Unlike in The Iliad, where women served merely as an object to men; female characters of Odyssey are distinctive because they possess personality, and have intricate relationships with the male characters of the Odyssey. By characterizing the women in "The Odyssey", a reader may come to some conclusions about the role of women in this epic. Along with the belief that women played a secondary role to men in society, the female characters displayed certain traits that could not be exhibited by the men. Athena demonstrated the most intelligence and valor out of all the characters in "The Odyssey." The male characters play the most significant roles in this epic, but without the support of the females in "The Odyssey", Odysseus would not have made it through his journey.
Tragedy shows no discrimination and often strikes down on those undeserving of such turmoil. In Mary Shelley’s Frankenstein, a creature more repulsive than one can imagine is brought to life by a young scientist. Although this creature is horrifying in sight, he is gentle by nature. Unfortunately, the softer side of the creature is repeatedly overlooked and the so called “monster” is driven to a breaking point. Even though the Creature committed many crimes, Mary Shelley’s Creature was the tragic hero of this story because of his efforts rescue the life of a young girl and helping destitute cottagers.
Shelley, Mary. Frankenstein. Ed. D.L. Macdonald and Kathleen Scherf. Orchard Park, NY: Broadview Press, 1999.
Shelley’s use of describing Safie going against the passive role of women compared to Caroline, Justine, and Elizabeth symbolizes how women should have the same rights as men, such as getting an education, working in the medical field, and having their voices heard to others. Without the appearance of women in society, the workforce would be cut in half with men working and earning money for a living, and women taking care of children. Therefore, one should not forget that women are the backbone of our society.
When reading Frankenstein by Mary Shelley, one cannot help but notice that the women characters seem to have little substance compared to the male characters. This may have been caused by the time period in which she wrote: one in which females were considered inferior to males. This difference between the sexes can be looked at using a variety of different perspectives. Johanna M. Smith, a professor at the University of Texas at Arlington, discusses this issue using feminist eyes in her essay entitled "'Cooped up': Feminine Domesticity in Frankenstein." The main points in Professor Smith's essay are that the female characters are there only to reflect the male characters, and that the Frankenstein family has a weird style of living, which she describes as a "bookkeeping mentality" (Smith 279).
Yousef, Nancy. "The monster in a dark room: Frankenstein, feminism, and philosophy." Modern Language Quarterly 63.2 (2002): 197+. Literature Resource Center. Web. 24 Jan. 2012
The United States government projected $25 million to support schools in school-based drug testing and other drug-free programs. In 2003, many schools across the nation provided their own funding for student drug testing programs. The President wants to increase this program for 2005. He also wants to continue funding for ONDCP. This media campaign sends anti-drug messages to young adults via web sites, functions, and events on drug awareness. This approach will include information for parents and youth to encourage early intervention against drug use in 2005.
For centuries, women have been forced to live life on the outskirts of a male-dominated society. During the 1800’s, the opportunities for women were extremely limited and Mary Shelly does an excellent job portraying this in her gothic novel, Frankenstein. Furthermore, in this novel, Mary Shelly shows how society considers women to be possessions rather than independent human beings. In addition, the female characters rely heavily on men for support and survival, thus proving their inability to do it on their own. Lastly, the female characters in this novel are in many ways victimized by the male characters.
Within Frankenstein, the level at which a female is portrayed is quite low. Like we have heard in class, women were not necessarily respected as much as men were when the novel was written. Published in 1818 by Mary Shelley, her story tells of the adventure of young Victor Frankenstein and the creation of his creature. Though deep within this narration of Frankenstein’s life, there seems to be an underlying theme seeping through Shelley’s writing. Shelley seems to venture into the idea of feminism and grotesquely show how men are treated much better than women. Her novel includes various concrete examples to support this hypothesis.
Many people view drug testing in schools as a good aspect of our school systems. Schools require random drug testing for students in sports. These rates show that random drug testing lower illegal substance use. A pro for random drug testing, can be that it helps regulate the use of drugs in our teenagers. If a teenager happens to test positive, the school and parents can take immediate action to stop the problem before it progresses. They can refer the student to a counselor or if needed to a rehab center. If students know they can be randomly tested, they can see this as a sign to get help. Drug testing can make schools safer and also lower the rates of drug use in schools.
Random testing is used more as a precaution to prevent students from taking the drugs and would eventually control the problem of student athletes taking drugs. Drug testing also has benefits to the student by encouraging them to become the best person and athlete they can be. Without drug testing, students are allowed to use illegal drugs as they please, which could potentially harm their body significantly. The advantages of illegal chemical testing in student athletes outweigh the disadvantages by a lot. Students should be pushed to their highest potential, and random drug testing in athletes can help do
An example of an issue with mandatory drug testing was the Vernonia School Dist. 47J v. Acton case. In this case the Vernonia School District, which is located in Oregon, requires any student who wants to participate in activities such as athletics, for example football or basketball, to sign consent forms to allow for random drug testing throughout the particular sports season. One testing is at the beginning of the season and during the season every week the students are placed into a “pool” and 10% of the athletes are chosen for random drug testing. What happened in this case was a student by the name of James Acton wanted to play football for his school but in this school district the student and the par...
Explore the ways Mary Shelley presents the character of the monster in Frankenstein We are prepared for the arrival of the monster in many different ways, before he is created we know the monster is going to be a repulsive figure of a human being, but the reader is still intrigued into reading further, and because of Shelley's descriptive language we already feel disgust towards victors creation, and in doing so, we our-selves become just as callous as those people in the book that neglect Frankenstein's monster. Also because the monster was created by Victor using parts dug up from graves and morgues, and we associate graveyards with horror and death, there is immediately something sinister about the monster and to a point, Victor. The reader can already see the problems with creating artificial life in this way, and in the beginning of the novel, the reader is almost willing victor not to pursue his quest for knowledge, but victor is blinded by his own arrogance to stop and think carefully about what he is about to do. This is when Victor the man becomes separated from Frankenstein the scientist. "I saw how the fine form of man was degraded and wasted" Victor despises death, and his mind is occupied incessantly with it, and after the demise of his mother, victor cannot escape it, and subconsciously he dedicates his life towards combating the process.
In comparison the “Creature”, is the victim in the book. The creature has several human character traits, it desires to be human and fit in, and the creature hasn’t done anything wrong and hasn’t hurt anyone. The creature is a lot more human than most people would believe. The creature exhibits many more human characteristics than Victor. By way of example, the creature is extremely intelligent and sensitive. This is shown by how quickly the creature learns the language of the cottagers. In two months, it begins to comprehend almost all of the language the cottager use, and the creature, “improved more rapidly than the Arabian, who understood very little, and conversed in broken accents, whilst I comprehend and could imitate almost ever word
Walters, John P. "Student Drug Testing Is Necessary." Opposing Viewpoints: Privacy. Ed. Jamuna Carroll. Detroit: Greenhaven Press, 2006. Opposing Viewpoints Resource Center. Gale. University of West Alabama. 16 Mar. 2010 .