In what ways does a comparative study accentuate the distinctive contexts of Frankenstein and Blade Runner? The values and morals of society have dramatically changed throughout the course of history, so too has the knowledge of science, its teachings and influences on the world. As new technologies have been under further experimentation into the production of man-made life forms, the debate between science and religion has continued. It is these issues within an author’s context that influences them and the texts they create. Mary Shelley’s gothic promethean novel, Frankenstein (1818), was released during the industrial revolution as romanticism was thriving, while Ridley Scott’s futuristic sci-fi Blade runner (1992) grew with the dawning of a capitalistic increasingly globalised and technologically driven society.
However, Blade runner has very limited amounts of nature and shows a industrialized and scientifically advanced society thus the distinctive differences between Frankenstein and blade runner reveal more about the connections between them. Fears in society will always alter as time progresses however. This idea is further exemplified through the symbolism of Tyrell’s oversized glasses. The fear that humanity is blind toward the danger of the ultimate extinction of any form of nature is expressed in Shelley’s novel thus blade runner mimics the fear and effectively becomes a warning toward this issue. Hence forth, both texts effectively delve into the negative connotations that could come of the obsessive pursuit of
Derek Gibbins The Creature Completes Frankenstein Frankenstein, speaking of himself as a boy in his father’s home, points out that he believes he is nothing like Elizabeth. He decides to pursue the knowledge of the “world” through investigation and experience, while Elizabeth is more poetry oriented, if you will. As the novel progresses, it is clear that the meaning of the word “world” for Frankenstein is very close-minded. He is hungry for knowledge of the physical world and if he believes an idea is unrealized within society, he attempts to expand the idea in order to give it a better-known existence. He creates the creature, which he then rejects, because its physical body did not end up as he had imagined.
This proceeds with the question; what advancements are moral? I believe that any science, innovation, study, or sort of exploration must be morally just, intended to better our understanding of the world, and be created with intention to improve any part of society. For example, the formation of the first rocket ship was monumental in bringing exploration to the new frontier and impacted our society for the better. Therefore this invention would be considered moral and for positive advancement. On the contrary, the scientific creation of something such as the nuclear bomb could be considered scientific expansion for the worse as it can provide horrible outcomes and is lethal if put in the wrong hands; thus classified as
Innocence and purity are tarnished when pride is introduced into oneʼs mind. Benjamin Disraeli supports this by stating “pride ruined the angels.” When people have pride they will go to extreme measures to remove the flaws that surround them; this leads to them losing the morality and naivete that once established their being. The novel Frankenstein, by Mary Shelley, exemplifies the disintegration of integrity through her protagonist: Victor Frankenstein. At first, Victor was a pure and intelligent human who once held a great passion for science and wanted to pursue his dreams of creating life; however, once that goal was achieved, Victor isolated himself from his creation due to all its imperfections and the overwhelming feelings from failing himself thus diminishing his pride.
In Diane Ravitch’s “Stop the Madness” she questions the accountability of teachers and the school system through the NCLB policy for what students actually know. Ravitch was once in favor of NCLB, being a former Assistant Secretary of Education, until she realized that through this program, teachers and students were losing thevalue of education. Ravitch shifts from telling about the problem to a potential solution using rhetorical questions, organization, and anaphora, to analyze how rest scores are being used don't define what students actually know nor do they determine the effectiveness of teachers and schools. The first strategy that Ravitch uses to convey meaning are rhetorical questions. In the 16th paragraph, starting with the fourth sentence, she asks multiple questions in a row.
How can parents reclaim their position as part of the school community? Group 2: Lack of competence on the part of a teacher has a negative impact on the way learners view their teacher and also often results in discipline problems among learners. Suggest ways in which a teacher can be regarded as a quality and effective teacher providing examples in your argument. Group 3: Teaching also goes hand-in- hand with the manner in which you conduct yourself as a teacher because you have to develop a certain atmosphere and quality when standing in front of your learners in a classroom. Discuss a situation/s in which you experienced your own school teacher displaying qualities of an effective teacher.
Much like John B. Watson, the man known for the Little Albert Experiment, Helmholtz is curious, but much too bored with his lifestyle. Bernard Marx, a reference to the philosopher Karl Marx, is determined to make his society a better place to live. Bernard does not approve of is loveless, careless, and scientific world. Karl Marx was also determined to make his society better. He warned others of what our world would come to be, “a classless society” (http://www.nationmaste.com).
It is the schools responsibility to be able to provide good enough teachers, who can prepare these students. In order to have a good education, there must be qualified teachers there to teach and prepare students effectively. Bauerlein questions schools curriculums and the way they are presenting “complex texts” (Bauerlein) to the students; “The more high school teachers place complex texts on the syllabus and concoct slow, deliberate reading exercises for students to complete, the more they will inculcate the habit” (Bauerlein). Students learn what their teachers tell them they have to learn, without knowing the effects the teachings will have on them whether good or bad. That is why schools providing qualified teachers are so important
Also, because the teachers have middle class values as well, the cultural deprivation theorists believe that they will have a bias against the working class kids and therefore they will not be able to teach them properly since their values and cultures conflict. Compensatory education is a policy that was designed to deal with the problem of cultural deprivation, by providing extra resources to schools and communities in deprived areas. Compensatory education programmes were introduced to intervene early in the socialisation process to compensate children for deprivation they experience at home. The most comprehensive programme was Head Start. It involved health care, social services, and education.