Egotism is characterized by an inflated appraisal of one’s intellect, ability, importance, and appearance. It is practiced by placing oneself at the center of his or her world. In Mary Shelley’s Frankenstein, or The Modern Prometheus, Shelley seeks to deliver her idea of the egotistic archetype as it relates to the ideals of The Enlightenment Period, a time period she sees as self-centered. Shelley sees the arrogance in the fact that Enlightenment philosophers test the limits of human understanding and attempt to simplify the ambiguities of nature. She asserts that man is egotistical to believe that he or she can completely dominate a comprehension of the human experience. In the novel, Victor Frankenstein embodies Enlightenment philosophers as a man possessed by a drive to understand the laws of human creation, a drive that is considered far beyond the limits of human knowledge. Therefore, Shelley makes it a point to emphasize Victor’s evident failure as he creates a monster that becomes the cause of destruction. Mary Shelley attaches symbolic meaning to characters and heroic types in Frankenstein to depict man as egotistical in attempting to exploit his understanding of nature.
Shelley communicates the egotism she finds in the Enlightenment principles through Victor Frankenstein. Enlightenment principles commend one for being an autonomous, independent entity. With this in mind, she writes of a man having a baby without a woman. In doing so, Shelley is comparing the creature, the baby, to Adam, and Victor to God. When the creature confronts Victor, it says, “How dare you sport thus with life? Do your duty towards me, and I will do mine towards you and the rest of mankind. If you will comply with my conditions, I will leave t...
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...mentation." The English Review Sept. 2009: 28+. Literature Resource Center. Web. 26 Nov. 2011.
“Frankenstein.” Novels for Students Presenting Analysis, Context and Criticism on Commonly Studied Novels. Ed. Diane Telgen. Vol. 1. Detroit: Gale Research, 1997. Print.
Kestner, Joseph. "Narcissism as Symptom and Structure: The Case of Mary Shelley's Frankenstein." Frankenstein. Ed. Fred Botting. London: Macmillan, 1995. 68-80. Rpt. in Nineteenth-Century Literature Criticism. Ed. Jessica Bomarito and Russel Whitaker. Vol. 170. Detroit: Gale, 2006. Literature Resource Center. Web. 25 Nov. 2011.
Mellor, Anne K., “Mary Wollstonecraft Shelley.” The Oxford Encyclopedia of British Literature. Ed. David Scott Kastan. Vol. 4. New York: Oxford University Press, Inc., 2006. Print.
Shelley, Mary. Frankenstein, or The Modern Prometheus. Lexington: SoHoBooks, 2011. Print.
in Frankenstein: Contexts, nineteenth century responses, criticism. By Mary Shelley. Ed. J. Paul Hunter. Norton Critical Edition.
In the first chapters of the book, Shelley describes a scientist who was obsessed with "doing something great" for mankind. Victor Frankenstein, an educated man of science, was completely involved with his work, which happened to be the creation of another living being with human qualities. Once Victor’s work was finally completed, he realized that he had created a “monster”, and he was terrified. Mary Shelley, supporting Rousseau's theory, definitely believed that people are born essentially with good intentions and feelings, and she shows this from the first few moments of the creature’s life. When Victor was lying terrified in his bed, the creature came i...
Frankenstein “supports a patriarchal denial of the value of women and of female sexuality” (Mellor, 356). Mellor’s point is significant here because a woman was devalued if she was not able to produce children or if she showed signs of independence. Mary Shelley’s own mother, Mary Wollstonecraft, defied gender roles and strongly advocated for the freedoms of women. This influence shines through Shelley’s novel as the deaths of the women
Puchner, Martin. Mary Wollstonecraft. The Norton Anthology of World Literature. 3rd Ed. Volume D. Ed. Martin Puchner. New York: Norton, 2013. 133. Print.
Frankenstein by Mary Shelley introduces the change from good to evil with the attention that guardians give a child. William Crisman, in his critique of Mary Shelley’s work, identifies the “sibling rivalry” between Victor and the rest of his family. Crisman remarks that Victor feels as if he is the most important person in his parents’ lives, since he was Alphonse’s and Caroline’s only child. The Frankensteins adopt Elizabeth and Victor sarcastically remarks that he has a happy childhood. This prompts Victor starts to read essays about alchemy and study natural science. Anne Mellor, another critic of Frankenstein, proposes that Frankenstein’s creature was born a good person and society’s reaction to him caused him to turn evil. Victor’s makes the creature in his own perception of beauty, and his perception of beauty was made during a time in his life when he had secluded himself from his family and friends. He perceived the monster as “Beautiful!”, but Victor unknowingly expressed the evil in himself, caused by secluding himself from everybody, onto the creature (60). In this way, the creature is Victor’s evil mirrored onto a body. The expression of Victor onto the monster makes the townspeople repulsed by the creature. The theory of the “alter ego” coincides with Crisman’s idea of sibling rivalry (Mellor). Mary Shelley conveys that through Crisman’s idea of sibling rivalry, Victor isolates himself from society. Mellor describes the isolation during his creation of his creature leads to him giving the creature false beauty that causes Victor to abandon him and society to reject him.
Shelley, Mary. Frankenstein or the Modern Prometheus. Edited with an Introduction and notes by Maurice Hindle. Penguin books, 1992
In Mary Shelley’s novel, Frankenstein, values of society are clearly expressed. In this particular society and culture, a great value is placed on ideologies of individuals and their contribution to society. In order to highlight these values, Shelley utilizes the character of Victor Frankenstein. Frankenstein is the main character of the novel, and with his alienation, he plays a significant role that reveals the surrounding society’s assumptions and moral values of individualism and use in society. This is done through Victor’s actions of self-inflicted isolation.
Works Cited Shelley, Mary. Frankenstein: A Norton Critical Edition. ed. J. Paul Hunter. New York: W. W. Norton, 1996.
Shelley, Mary. Frankenstein: A Norton Critical Edition. Ed. J. Paul Hunter. New York: W. W.
Literature Resource Center, http://link.galegroup.com/apps/doc/A381057963/GLS?u=avl_madi&sid=GLS&xid=0fc6b20f. Accessed 11 Dec. 2017 Shelley, Mary Wollstonecraft.
The Enlightenment age encouraged everyone to use reason and science in order to rid the world of barbarism and superstition. In fact, Kant argued that the "public use of one's reason must always be free, and it alone can bring about enlightenment among men" (Kant 3). Enlightenment thinking not only influenced philosophy and the sciences, but also literature (especially in Pope's Essay on Man). In reaction to Enlightenment's strict empiricism, Romanticism was born. In Frankenstein, Shelley argues (1) that Victor Frankenstein's role as an Enlightenment hero, not only pulled him out of nature, but made him a slave to his creation; (2) that Frankenstein's role as a revolting romantic failed, because he didn't take responsibility for his creation; and (3) mankind must find a balance between the Enlightenment and Romantic ideologies.
Shelley, Mary. Frankenstein or the Modern Prometheus. Edited with an Introduction and notes by Maurice Hindle. Penguin books, 1992
Harold Bloom, a well-known American critic explores Mary Shelley's Frankenstein to find true meaning. Throughout his essay, he gives answers to the lingering question of who the real monster is. He also paints a clear picture of a major theme in the novel, the Romantic mythology of the self. Through reading his essay, it opens up new light to Mary Shelley's novel. It gives new meaning to the monster and his creator.
Like all works that have been taught in English classes, Frankenstein has been explicated and analyzed by students and teachers alike for much of the twentieth and all of the twenty-first century. Academia is correct for doing so because Frankenstein can appeal to the interests of students. Students, teachers and experts in the areas of medicine, psychology, and sociology can relevantly analyze Frankenstein in their respective fields. However, Peter Brooks explains in “Godlike Science/Unhallowed Arts: Language and Monstrosity in Frankenstein” that Shelly had presented the problem of “Monsterism” through her language. According to Brooks, Monsterism is explicitly and implicitly addressed in Shelly’s language. While this may be correct, Brooks does it in such a way that requires vast knowledge of subjects that many readers may not be knowledgeable in. After summarizing and analyzing the positive and negative qualities of Brooks’ work, I will explain how the connection of many different fields of study in literature creates a better work.
Mary Shelley in her book Frankenstein addresses numerous themes relevant to the current trends in society during that period. However, the novel has received criticism from numerous authors. This paper discusses Walter Scott’s critical analysis of Mary Shelley’s Frankenstein in his Blackwood's Edinburgh Magazine Review of Frankenstein (1818).