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Negative impact of technology on society
Negative impact of technology on society
Negative impact of technology on society
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Have you ever wondered why a friend appears to be mad at you? Wouldn’t it be incredible if you had a foolproof way of finding out without having to ask? On the other hand, what if your method of magically unearthing the reason behind his or her anger also led you to the discovery that this “friend” does not, in fact, even like you at all? This kind of situation, where determining a solution may have the unintended side-effect of revealing undesirable knowledge, may occur in scientific pursuits. By its very nature, scientific exploration generates questions, but that does not mean that all of them can or should be answered. There exists a fine line between moral scientific pursuit and immoral scientific pursuit. Given that immoral scientific pursuit does, in fact, exist, and given a situation in which one can only acquire a certain knowledge through immoral scientific pursuit, then one would have to classify this knowledge as “forbidden knowledge”. In Frankenstein, Mary Shelley explores that when man seeks to answer unanswerable questions, he usurps God and risks acquiring forbidden knowledge, thus creating a situation he cannot fix.
People should not pursue knowledge recklessly, oblivious to potential dangers and indications that they should be cautious. Sometimes, even, one must listen to the signs that one should stop exploring all together. Even when “the words of fate--enounced to destroy [Frankenstein],” he continues “[pioneering to] unfold to the world the deepest mysteries of creation” (38). Despite the explicit warning and obvious disapproval of “fate”, Frankenstein continues to pursue scientific discovery. In admitting that fate had doomed him from the beginning, Frankenstein suggests that although he knew tha...
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Just because something can be known does not mean it always should be. When one attempts to act as a Creator, one may unearth questions with no clear answers, and in effect pursues “forbidden knowledge”. If successful in answering, one may create a doomed situation which may not be repairable. People often come across questions, social or academic, that they cannot answer. Sometimes answering those questions could lead to suffering. This occurs today in the debate on human cloning. Society should be wary of the goal to clone humans. The potential for negative side effects and unintended consequences remains high. Just because technology could advance to the point where an entire person could be replicated, does not mean that society should do so. The potential for negative side effects biologically, and unintended consequences socially, remains high.
Frankenstein has been interested in natural science since childhood and has described himself to “always have been imbued with a fervent longing to penetrate the secrets of nature”(Shelley 25), which foreshadows his future aspiration to create life, and
In the world today there is a drive to evolve and improve life through science and its findings. When looking at the good of a society, the people have to decide when the line between right and wrong is drawn. In the novel Frankenstein by Mary Shelley, she proves that the possession of knowledge can lead to destructive forces through Victor Frankenstein’s monster’s journey. The events that lead to Victor’s monster’s destructive path is when he comes into contact with the cottagers, he murders Victor’s brother, and runs away after destroying Victor’s life.
Before his depression began, Frankenstein wanted to expand his knowledge about science and natural philosophy during the prime of his life. By doing so, Frankenstein’s father, Alphonse, wanted him to dedicate his time at the University of Ingolstadt. While at the University, Frankenstein began to pursue
I took their word for all that they averred, and I became their disciple” (21). Frankenstein embodies the movement in science to understand everything, and that is not necessarily a good thing (Storment 2). Frankenstein only understands that this train of thought is bad when he reaches the pinnacle of knowledge and produces the creature. The fruits of Frankenstein’s labor end up costing him the lives of his friends and family, as well as his own sanity. The feeling of guilt thrives in Frankenstein because he knows his work was the direct cause of the chaos in his life.
In conclusion, Mary Shelley’s Frankenstein shows readers how irresponsibility and the excessive need for knowledge can cause suffering among others as well as oneself. Victor never intends to cause such harm; however, he is not cautious and observant with his actions, which ultimately leads to his classification as a tragic hero. The desire to learn is most definitely a wonderful trait to have, as long as one’s knowledge doesn’t reach the extent that Victor Frankenstein’s unfortunately does.
Since a boy, Frankenstein’s passion is to explore science and that which cannot be seen or understood in the field. He spent the later part of his childhood reading the works of commonly outdated scientists whose lofty goals included fantastic, imaginative desires to “penetrate the secrets of nature” (Vol. 1, Ch. 2). While he was told that these authors predated more real and practical scientists, he became intrigued by their ambitions, and devoted himself to succeeding where they had failed. When Victor is criticized at college for his previous studies in obsolete research, he takes after one of his professors, M. Waldman, in studying chemistry. In a lecture, Waldman tells of ancient teachers in chemistry who promised miracles and sought after “unlimited powers” (Vol. 1...
In today’s world of genetically engineered hearts and genetically altered glowing rats, the story of Frankenstein, by Mary Shelley, seems as if it could be seen in the newspapers in our near future. The discoveries seen in modern science, as well as in the novel, often have controversy and negative consequences that follow them, the biggest of which being the responsibility the creator of life has to what has been created. Victor Frankenstein suffers from a variety of internal and external conflicts stemming from the creation of his monster, which in return also experiences similar problems. Shelley uses these tumultuous issues to portray the discrepancies between right and wrong, particularly through romanticism and the knowledge of science.
This paper will concentrate on the definition of human nature, the controversy of morality and science, the limits to scientific inquiry, and how this novel ties in with today’s world. Mary Shelley’s novel Frankenstein expresses human nature specifically through the character of the “Creature” and its development. The Creature has an opportunity to explore his surroundings, and in doing so he learns that human nature is to run away from something so catastrophic in looks. The Creature discovers that he must limit himself in what he does due to the response of humans because of his deformities. I feel that Mary Shelley tries to depict human nature as running away from the abnormal, which results in alienation of the “abnormal.”
Mary Shelley’s Sci-Fi horror known as Frankenstein or The Modern Prometheus has become a classic novel in history. This dark tale touches on every subject of humanity. One of Shelley’s biggest themes is a big question in the science world we live in, nearly 200 years after publication of the book. That question being can science go too far, is there a line that shouldn’t be crossed? Shelley uses the plot of her story to serve as a warning to readers to be careful when dealing with this imaginary line. Shelley’s tale of a mad scientist and the repercussions he suffers from his experiment is a timeless story. As technology is being pushed to the brink of morality in the modern day, this question has become a huge part of the modern world of science we are living in.
Butler, Marilyn. "Frankenstein and Radical Science." Reprinted in Mary Shelley's Frankenstein. Norton Critical Edition. 1993; New York: W. W. Norton, 1996. 302-313.
Once on board, Frankenstein recounts his history. Frankenstein, too, was possessed by a youthful fixation: the desire to acquire scientific knowledge, and to create an indestructible...
Mary Shelley’s Frankenstein is a nineteenth century literary work that delves into the world of science and the plausible outcomes of morally insensitive technological research. Although the novel brings to the forefront several issues about knowledge and sublime nature, the novel mostly explores the psychological and physical journey of two complex characters. While each character exhibits several interesting traits that range from passive and contemplative to rash and impulsive, their most attractive quality is their monstrosity. Their monstrosities, however, differ in the way each of the character’s act and respond to their environment. Throughout Frankenstein, one assumes that Frankenstein’s creation is the true monster. While the creation’s actions are indeed monstrous, one must also realize that his creator, Victor Frankenstein is also a villain. His inconsiderate and selfish acts as well as his passion for science result in the death of his friend and family members and ultimately in his own demise.
...cloning can be divided into two broad category: potential safety risk and moral problems, and these concerns overweigh its achievement.
Victor Frankenstein’s scientific endeavor, Robert Walton’s search for the North Pole, and the creature’s kind heart but scary features creates this whole theme of dangerous knowledge. The search for knowledge is encouraged and at times pushed by others. In Frankenstein is shows quest can lead to too much knowledge and drive him or her to his fate.
This act fueled his interest in the destructive force of nature. Nature proved to be powerful and this act changed the course of Frankenstein’s life forever. Frankenstein would take this powerful event and try to recreate it in an unnatural scientific way that would haunt his life as a consequence. Even earlier in his life Frankenstein showed interest in science as a way to understand nature. After reading the scientific works of Agrippa, Paracelsus and Albertus Magnus the young Frankenstein comes to the realization that he has “a fervent longing to penetrate the secrets of nature” (41, Shelley). Frankenstein showed great interest towards the secret of life stating that “It was the secrets of heaven and earth that I desired to learn…or the inner spirit of nature and the mysterious soul of man that occupied