Victor’s distant and cold language reveals his overwhelming hubris and reflects the conflation of scientific and Romantic paradigms. Frankenstein clearly created the monster
Power & Dominance (Science and Technology) - over arching idea - everything isd linked back here and through that to the question creator and created - double-edged sword. Both Frankenstein and Blade Runner (800 words) the role of science and technology - Warning voice Context - shelley and scott portray their creators as hubristic figures who challenge the laws of nature and moral sensibilities of their time. while each of these characters alludes to promethean warnings regarding their acquisition of knowledge, there are a variety of aspects that differ and lend further dimensions of meaning........ tyrell lacks the benevolent aims for society where victor originally professes ...... unlike victor who only dreams of God like
yThroughout the exploration of the module “Texts in Time”, we observe the connections between texts and their reflections of the constancy in human nature, whilst shifting contextual perspectives are maintained. Such a connection is demonstrated in Mary Shelley’s 1818 novel “Frankenstein” (F/stein) and Scott Ridley’s 1991 film “Bladerunner”, where both composers present a cautionary tale, warning us of the implications of science and technological advances on humanity and thus reflecting their own fears in their respective contextual eras. It is through the analysis of such values and implications that we can see the constancy of human nature throughout time. Frankenstein is a gothic inspired, fragmented epistolary, reflecting the rebellion of the Romantic Movement, which advocated the power of imagination, and ones relationship to nature. The gothic convention of sublime nature is represented thematically, through forces of good and evil leading to vengeance and murder, as well as macabre settings of graveyards and charnel houses.
To what extent does a comparative study accentuate the influence of context on Frankenstein and Blade Runner? While issues change throughout history, values are often similar but presented from the perspective of an era. Mary Shelley's 1800's Frankenstein and Ridley Scott's 1982 Director's cut of Blade Runner essentially explore the same themes. The messages of ambition and science to usurp God and the loss of humanity reflect the time and contexts of the texts. Frankenstein depicts the ambition to use science to usurp God, influenced by the eighteenth century Enlightenment movement (encouraging reasoning to understand the universe), advancements in science in the nineteenth century and the concept of restoration of life through electricity, known as 'galvanism'.
By presenting Claudius as the unfaithful serpent, it gives readers the connotation that he is evil, betraying and loathsome, correlating to the ghost’s and Hamlet’s feelings. Moreover, the serpent pattern of imagery is weaved in the ghost’s description of the poison- “swift as quicksilver it courses
Monster is defined by the Oxford Australian Students Dictionary as ‘a large ugly or frightening creature’ but is this the extent of all monstrosity or can monsters be more than just what is seen to be scary or threatening. The concept of ‘The Monster Within’ explores the ways in which texts use the idea of a monster to reflect the cultures and values of their times, using different perspectives on a topic to convey a similar theme or idea. F.W. Murnaus’ film “Nosferatu” released in 1922 uses a stereotypical monster to convey ideas relating to the monster within a creature and its drive and determination to kill for survival. In contrast to this, Tim Burton uses the idea of a conventional monster in his film “Edward Scissorhands” (1990) to uncover the abstruse reality of the monster not being an individual, but being society itself.
The Blade Runner context is the science-fiction dystopic future of Los-Angeles in 2019. Frankenstein and Blade Runner may be divided by nearly 200 years, be conveyed in different forms, and develop their ideas in very different settings, but there are distinct issues that are shown throughout both texts. In both texts the natural world has been disrupted by the creation of artificial beings, with the monster in Frankenstein and the Replicants in Blade Runner which is one major similarity shown in both texts. Within Frankenstein, Mary Shelley illustrates the significance of the natural world and the connection that man has to nature. She depicts nature as a place for both Victor and The monster to be solace and let their emotions be confessed.
Whilst texts may be fictitious constructs of composers’ imaginations, they also explore and address the societal issues of their eras. This is clearly the case with Mary Shelley’s novel, Frankenstein, which draws upon the rise of Galvanism and the Romantic Movement of the 1800’s, as well as Ridley Scott’s film Blade Runner, reflecting upon the increasing technological advances and the predominance of capitalism within the late 20th Century. Despite their differing contexts, Shelley and Scott ultimately warn us of the dire consequences of our desire for supremacy and scientific progress, concepts which link the two texts throughout time. Composed in a time of major scientific developments, including Galvani’s concept of electricity as a reanimating source, Shelley’s “Frankenstein” utilises the creative arrogance of the Romantic imagination to create a Gothic world in which the protagonist’s acquisition of the divine privilege of creation has derailed the conventional lines of authority and responsibility. Her warning of the dangers of such actions is encapsulated within Victor’s concerning words of “how dangerous is the acquirement of knowledge”, whilst Shelley’s use of a fragmented epistolatory narrative adds a disturbing sense of truth and realism, foreshadowing the dark consequences of Frankenstein’s actions.
Frankenstein and Blade Runner “By studying two texts together, we come to a heightened understanding of their meaning and significance.” Period literature and cinematography provide insight into the composer’s societal paradigm, reflecting the historical setting and contemporary issues maintained at the time. Mary Shelley’s 1818 novel, “Frankenstein”, and Ridley Scott’s 1982 film, “Blade Runner”, encapsulate distinct time frames and contexts, respectively highlighting the author’s opinions and concerns within those periods. Despite contrasting societal environments, both texts comment on the human obsession toward scientific advancement and its subsequent consequences, as well as questioning the aspects and qualities that define humanity. Being composed over 150 year apart, the congruency of the texts’ core values transcends time barriers, not only demonstrating their significance and omnipresence within the human condition but also providing new insight and perspectives through differing contextual interpretations. As a romantic novel, Frankenstein responds to the encroachment of rationalism and the Age of Enlightenment, specifically the unknown repercussions of man’s hubristic pursuit of knowledge.
Although contextual principles and ideologies evolve consistently alongside society, perpetual values regarding humanity and its profound interest in scientific progress continue to resonate over time. The didactical texts, Mary Shelley’s, ‘Frankenstein’, and Ridley Scott’s 1991 film, ‘Blade Runner-Director’s Cut,’ critique society’ definition of humanity and its values. When analysed in cohesion, the influences pertaining to the Romantic and Post-modernist contexts challenge the responder to question the ethical and moral concerns of its era. These include the violent, implacable and hubristic behaviour engrained within human beings, thus demonstrating the similarity between their respective contexts and textual mediums. Consequently, the nature of humanity and scientific progress are reflected through literary and filmic techniques, addressing the exploitation of mankind’s progress and ultimately questioning what it means to be human.