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'. Shelley's social context was focused on knowledge and self glory - concepts Shelley opposed. Frankenstein is a didactic warning against growing dependence on science. It highlights consequences of over-reliance on technology, suggesting attempts to usurp God will result in outcomes beyond human control. The Gothic genre allows the purpose to reach the audience.
To what extent does the time in which the composers live influence their response to enduring human emotion? Our morality shapes us and forces us to explore new avenues, but our crude desire to unravel and expose the mysteries of life will drive and reveal a future void of moral and ethical compassion. It is this fatal warning which Mary Shelley and Ridley Scott seek to convey in their retrospective texts, Frankenstein and Blade Runner. Drawing upon their personal contextual concerns, both composers uniquely inform an ambitious humanity of that the implications of the ruthless pursuit of knowledge and our innate craving to penetrate the secrets of nature will inevitably drive humanity towards a dystopian future. Shaped by their distinctly different contexts, Shelley and Scott strive to convey this notion, through bold cinematic and literary techniques, characterisation and themes, of the fatal path humanity has placed itself on.
Essay: Frankenstein by Mary Shelly based on “The Uncanny” It is a strange, but yet stimulating phenomenon to justify and compare the inanimate and animate object by suggesting the impression of unconscious work behind the ordinary appearance of mental activity. Throughout the novel, Frankenstein by Mary Shelly, Victor Frankenstein’s character possesses “knowledge, feelings and experience” in common with the self-named monster he has created. The monster is presented as both a human being and automaton, while Frankenstein is deliberated according to his appearance of sanity versus insanity. Why is it so difficult for Frankenstein to dissemble himself from the creature’s wrath? Perhaps it is true and applies to this “double” situation when they say “you are who you marry.” This brings meaning and relates to Frankenstein in the sense that unconsciously, Frankenstein creates a creature that possesses and resembles Frankenstein’s most deep and inner thoughts and desires.
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. Shelley’s warning is evident throughout the novel which ultimately reflects her context through the concern of scientists within her era exploiting the advancements in science. It also reinforces the dangers of our humanity’s inherent yearning to play the role of the Creator. Such a warning also exists within Scott’s “Blade Runner” where the director echoes the rise of capitalist principles through the symbolic dominance of Tyrell’s towering dwelling, a reflection of both his desire for omnipotence and commercial power. Scott’s warning of the dangers of
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.
‘Frankenstein is not merely intended to entertain; there are messages Shelley wants the reader to recognise.’ Mary Shelley did not just write ‘Frankenstein’ to entertain the audience but there are certain morals that she wants the readers to be understand; in particular, the pursuit of knowledge and responsibility. Knowledge is power but it can also be dangerous in the wrong hands. Everyone is responsible for their own actions and certain roles expect certain responsibilities. ‘Frankenstein’ was written as a result of a proposal by Lord Byron. Shelley and some others were to write and tell a horror story.
Identity is based on the individual characteristics by which a thing or person is recognised or known, and is impacted by various factors including human connections and the environment. A disruption of these stable elements ultimately fuels the loss of identity. Mary Shelly’s Romantic novel Frankenstein (1818) and Ridley Scott’s science fiction film Blade Runner (1992) demonstrate how a more profound and sophisticated understanding of disruption and identity arises from the consideration of the parallels between the two texts. Though Frankenstein and Blade Runner differ in context, they draw on similar philosophical and societal values of their time to simultaneously extrapolate the twofold themes of The Human Experience; what it means to be human, and the dangers of disrupting the natural order through technological advancements. Thus the linking premise is that dehumanisation or a loss of identity results once nature has been disrupted, and humanity becomes subservient to technology and scientific advancement.
The overwhelming theme of science that is expressed in Frankenstein is that knowledge has the potential to go beyond the boundaries of human control. The reader first obtains the notion that Frankenstein had an urge to explore science in his discussion with Robert Walton. After Walton mentions to Frankenstein that he aims to go out into the word and seek knowledge and wisdom, Frankenstein states: “One man's life or death were but a small price to pay for the acquirement of the knowledge which I sought, for the dominion I should acquire and transmit over the elemental foes of our race.” From this statement, the reader is first given a sense of foreshadowing that what Frankenstein will tell Walton about his past will be about how he attempted to pursue knowledge and how it affected his life. He recites that during his schooling at Ingolstadt, Frankenstein caught a real interest in the science of biological creation through his teacher M. Waldman. Afterward, Frankenstein acquired an eager curiosity to explore the realm of biological creation, where he states: “So much has been done…more, far more, will I achieve; treading in the steps already marked, I will pioneer a new way, explore unknown power, and unfold to the world the deepest mysteries of creation.” Here, Frankenstein frankly
In the novel Frankenstein, author Marry Shelley depicts character Victor Frankenstein as a scientist with a strong passion for forbidden knowledge and finding the answers to life through science. Though his intentions are good this leads him to the creation of a monster. Throughout the novel Frankenstein is constantly encountered by obstacles that test his passions for science and responsibility for his creation. For Victor it seems that the choice to abandon the monster is the easier path, rather than taking care of his creation. In the beginning of the book, right after the creation of the monster, Victor fled his home to get away from the creature, only to return and find that it had escaped.
The monster is introduced to the reader from Victors point of view. This is a technique to influence the readers reaction since we already have our opinions on Victor Frankenstein due to previous events in the novel but later when the narration switches to Frankensteins monsters we read the story from a different perspective and learn that Victor is not a good man at all. The reader is also given a positive image of Victor Frankenstein. One of the first things we read is Robert Waltons opinions of him and from this we know that Walton saw him as a very successful, respected and good man. From the start of Victors narration, we are shown his character in a good light through the account of his childhood - "I, their eldest child, their plaything and their idol, the innocent and helpless creature bestowed on them by Heaven" We see from this quote that he's painting the picture that he is from Heaven, that he's such a good man who is of high importance.