Frankenstein was being written in a time when philosophers and writers such as Rousseau and John Locke where developing their ideas on the human condition. Rousseau’s Theory of Natural Human, which acknowledged that morality was not a societal construct but rather “natural” and “innate”, is questioned throughout the novel. Shelley examines the effect of society and knowledge on the innate goodness of the Creature, suggesting that he has become the monster that Victor sees him as because of the unwillingness of his creator to accept him and nurture him. The idea that humans’ innate goodness is tainted and polluted by society is present when the Creature expresses that his “sorrow only increased with knowledge” and this “increase of knowledge only discovered to [him] more clearly what wretched outcast [he] was”. The relationship between Frankenstein and the Creature is also paralleled with that of Lucifer and God and this is shown when the Creature, a symbol of humankind, acknowledges that “I am thy creature; I ought to be thy Adam; but I am rather the fallen angel, whom thou drivest from joy for no misdeed”, suggesting that had it been nurtured/educated, it would have become an
Consequently, the ethics of humanity is challenged through these creators in both texts as they express the contextual concerns such as post-industrialism and greed. Shelley exhibits both nature and nurture in “Frankenstein”. The importance of nature is illustrated through the use of imagery. Victor states - “These sublime and magnificent scenes afforded me the greatest consolation that I was capable of receiving.” His surroundings control his emotions. This point of view is formed by Shelley’s experience of Romantic Idealism and sublimity.
Both Shelley’s novel and Scott’s feature film are examples of texts that transcend the age they are created in – they serve as warnings to humanity about the dangers of scientific alteration of the natural cycle Shelley’s Frankenstein was composed during an era of rampant social and scientific change; although this change was not necessarily progress. Shelley’s novel examines the moral responsibility of the scientist, and offers the consequences of annihilation of nature. During the 19th Century, the environment stopped being a source of beauty and inspiration and largely became another commodity; a casualty of the Industrial Revolution. Shelley continues the Romantic theme of emphasis on nature with her repeated
Aldous Huxley’s “Brave New World” and Ridley Scott’s “Blade Runner” offer a good depiction of the state of humanity’s relations with nature. Huxley’s 1932 book “Brave New World” reflects the controversial view of Huxley in response to the omen of industrialisation upon humanity’s relationship with the wild. Similarly, Scott’s film “Blade Runner” visually showcases the threat of globalisation upon humanity’s relationship with the wild. Both texts act as allegories for totalitarian systems, attitudes towards progress, and the unachievable concept of utopia, as well as the loss individuality and community as a result of the bereavement in the relationship between humanity and the wild. Both Huxley’s novel and Scott’s film offer a unique insight into relatively revolutionary ideas
As a consequence of time, the world continues to change technologically, socially, and scientifically. As do the common values and perspectives of man. Illustrations of this notion are exhibited through Mary Shelley’s novel, “Frankenstein” (1818) and Ridley Scott’s sci-fi film “Blade Runner” (1982) Both texts succeed in address contemporary issues at the time of their release such as what is humanity?, the consequences of assuming the role of God and the effects of scientific and technological advancement on society and nature . Both Shelley and Scott compose their works in a bid to warn people of the advancements at the time. This is done through provoking individuals to question and criticise the ethics and principles upheld in
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
The theme of disruption refers to the unbalancing of what is natural, a theme which is explored and opinionated in Mary Shelley’s novel Frankenstein (1817) and Ridley Scott’s Blade Runner (Director’s cut), where ‘disruptive’ actions of individuals, involving the exploitation of nature, bring about [ironically] the character’s own downfall, and more importantly, an undesired outcome whilst playing god. The critical theme outlined in both texts is humanity’s desire for power which leads to the rejection of our natural world, and this, by extension, means turning to technology and other unconventional methods in order to gain knowledge and distinction. Shelley specifically cautions against scientific advancement and the obsession which follows
Although sharing little in setting or premise, the texts Frankenstein and Blade Runner share many of the same concerns as they both challenge the values and morals of the societies in which they were set, most notably the notion of what it means to be human, as well as articulating the composers' critique of the advancement in science and technology. Both texts also exhibit the consequences of imprudent creation and the hubris of an individual to rise above and disrupt the natural order. Written in the eighteen hundreds by aggrieved writer Mary Shelley, the novel Frankenstein presents readers with a Romanticist perspective of technology ‘dehumanizing’ mankind as society was not made clear of their indistinct boundaries. Through Victor’s regression, “I, the true murderer, felt the never dying worm alive in my bosom”, the symbols of the ‘worm’ explore the downfall in
Ernest is described in terms with positive connotations such as “spirit”, while Frankenstein is described in pejorative terms such as “loathing”. The juxtaposition allows Shelley to critique the Enlightenment and promote Romantic ideals. Humanity * Example: Frankenstein: “I ardently desired the acquisition of knowledge”. * Technique & Effect: Shelley uses the technique of dramatic irony to highlight Frankenstein’s error in the acquisition of knowledge, as the reader is already aware from the start of the novel the failure of
Context affects our perceptions of how the texts are received over time. How has your understanding of Frankenstein and Blade Runner been influenced by knowledge of context? Over periods of time, the reception of texts varies as a result of historical events and changing schools of thought. Knowledge of context is crucial in perceiving and understanding the texts Frankenstein and Blade Runner, and to also appreciate their value as didactic tales. Common thematic concerns that run throughout both texts include science, retribution and monstrosity.