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The Paradox of Discovery in Frankenstein
In Mary Shelley's Frankenstein, the concept of "discovery" is paradoxical: initial discovery is joyful and innocent, but ends in misery and corruption. The ambitions of both Walton and Frankenstein (to explore new lands and to cast scientific light on the unknown, respectively) are formed with the noblest of intentions but a fatal disregard for the sanctity of natural boundaries. Though the idea of discovery remains idealized, human fallibility utterly corrupts all pursuit of that ideal. The corruption of discovery parallels the corruption inherent in every human life, in that a child begins as a pure and faultless creature, full of wonder, but hardens into a self-absorbed, grasping, overly ambitious adult. Only by novel's end does Walton recognize that he must abandon his own ambition (the mapping of previously uncharted land), out of concern for the precious lives of his crew.
The first two occurrences of the word "discovery" occur quite early in the novel, in Walton's first letter to his sister. He compares his feelings on the expedition to a child's joy (14). Walton reminds her of his uncle's large library of "discovery" literature (tales of seamen and adventurers), all of which he devoured as a child. He writes of his disappointment when his father forbade him, on his deathbed, to "embark in a seafaring life" (14). Walton later tells Frankenstein that his crew is on a "voyage of discovery"; it only at the mention of this word that Frankenstein agrees to board the ship (24).
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...
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...ich may be described as a desperate addiction to discovery is a fine concept but a dangerous practice. Man's natural flaws debase any professed altruistic goal; all attempts at discovery are ultimately revealed to be corrupt, selfish, and misbegotten.
Works Cited and Consulted:
Brooks, Peter. "'Godlike Science/ Unhallowed Arts': Language, Nature,and Monstrosity". The Endurance of Frankenstein. Ed. George Levine. Berkeley: University of California Press, 1979.
Shelley, Mary. Frankenstein. Ed. Candace Ward. New York, Dover, 1994.
Spark, Muriel. Mary Shelley. New York: E.P. Dutton, 1987.
Stevenson, Leslie. The Study of Human Nature: A Reader. New York: Oxford University Press, 2000.
Walling, William A. Mary Shelley. New York: Twayne, 1972.
Wolff, Robert P. About Philosophy. Upper Saddle River, NJ: Prentice Hall, 1998.
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Sigmund Freud believed that he “occupies a special place in the history of psychoanalysis and marks a turning point, it was with it that analysis took the step from being a psychotherapeutic procedure to being in depth-psychology” (Jones). Psychoanalysis is a theory or therapy to decode the puzzle of neurotic disorders like hysteria. During the therapy sessions, the patients would talk about their dreams. Freud would analyze not only the manifest content (what the dreamer remembers) of the dreams, but the disguise that caused the repressions of the idea. During our dreams, the decision making part of personality’s defenses are lowered allowing some of the repressed material to become more aware in a distorted form. He distinguished between
Mary Shelley brings about both the positive and negative aspects of knowledge through her characters in Frankenstein. The use of knowledge usually has many benefits, but here Shelley illustrates how seeking knowledge beyond its limits takes away from the natural pleasures of known knowledge. She suggests that knowledge without mortality and uncontrolled passions will lead to destruction. Victor and his monster experience this destruction following their desires and losing self control. Walton, on the other hand, becomes of aware of the consequences and is able to turn back before it’s too late. Shelley also suggests that without enjoying the natural pleasures of life, pursuing knowledge is limited, but how can knowledge be limited if it is infinite?
Who was Sigmund Freud? He is most commonly known as the father of psychoanalysis. His work sparked a chain of thinkers who can still be found today. The modern views on the brain and its workings can be traced back to Freud. How did he achieve such an accredited title and reputation? What influenced him? These questions can be answered through a look at Freud's childhood, adult life, and death.
Sigmund Freud was the founder of modern psychology. Freud’s theories of the mind and how the mind worked changed how psychoanalyst look at the mind and its actions. Freud’s universal theory of the mind will more than likely outlive the psychoanalytical therapy. Sigmund Freud is respectively compared to other notable men, such as Plato and Shakespeare. Some people believe his effect is more important to us than the lasting value of his theories. He was an Austrian neurologist who created a new approach to the knowledge of the human personality.
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During the winter, many of us suffer from "the winter blues", a less severe form of seasonal depression than SAD. Still others are sufferers have an already existent condition, such as pre-menstrual syndrome or depression, which is exacerbated by the coming of the winter. (2). In general, many people suffer from some form of sporadic depression during the wintertime. We may feel more tired and sad at times. We may even gain some weight or have trouble getting out of bed. Over 10 million people in America, however, may feel a more extreme form of these symptoms. They may constantly feel lethargic and depressed to an extent that social and work related activities are negatively affected. This more extreme form of the "winter blues" is SAD. Typical SAD symptoms include sugar cravings, lethargy, depression, an increase in body weight, and a greater need for sleep (1). Onset of these symptoms usually occurs in October or November, and the symptoms disappear in early spring. Frequently, people who suffer from SAD react strongly to variations in the amount of light in their surrounding environment. Most often, patients who suffer from SAD and live at more northern latitudes note that the more north they live, the more distinct and severe their SAD symptoms become. In addition, SAD patients note that their depressive symptoms increase in severity when the amount of light indoors decreases and the weather is cloudy.
Frankenstein, speaking of himself as a young man in his father’s home, points out that he is unlike Elizabeth, who would rather follow “the aerial creations of the poets”. Instead he pursues knowledge of the “world” though investigation. As the novel progresses, it becomes clear that the meaning of the word “world” is for Frankenstein, very much biased or limited. He thirsts for knowledge of the tangible world and if he perceives an idea to be as yet unrealised in the material world, he then attempts to work on the idea in order to give it, as it were, a worldly existence. Hence, he creates the creature that he rejects because its worldly form did not reflect the glory and magnificence of his original idea. Thrown, unaided and ignorant, into the world, the creature begins his own journey into the discovery of the strange and hidden meanings encoded in human language and society. In this essay, I will discuss how the creature can be regarded as a foil to Frankenstein through an examination of the schooling, formal and informal, that both of them go through. In some ways, the creature’s gain in knowledge can be seen to parallel Frankenstein’s, such as, when the creature begins to learn from books. Yet, in other ways, their experiences differ greatly, and one of the factors that contribute to these differences is a structured and systematic method of learning, based on philosophical tenets, that is available to Frankenstein but not to the creature.
One of his influential theories is the conscious and unconscious mind. This psychoanalytic theory includes repression, denial, sublimation and projection. Sigmund Freud had his own view of how the mind was organized. The three levels were named the conscious mind, the preconscious mind and the unconscious mind. He believed that random outbursts and comments weren’t so random and that they were signs of the unconscious mind in action. Unlike the level of the unconscious mind, the conscious mind involved everything that we are aware of and able to speak of. He believed the preconscious mind was just given memory. Freud used an iceberg as a metaphor to describe the three levels of the mind. According to him, the top of the iceberg that is noticeable above the water is the conscious mind, the visible part of the iceberg that is slightly below the water is the preconscious mind and the iceberg that is unseen bel...
Butler, Marilyn. "Frankenstein and Radical Science." Reprinted in Mary Shelley's Frankenstein. Norton Critical Edition. 1993; New York: W. W. Norton, 1996. 302-313.
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.
By definition, knowledge is the fact or condition of knowing something with familiarity gained through experience or association (Merriam-Webster.com). In the novel Frankenstein, Mary Shelley considers knowledge as a “dangerous” factor. The danger of it is proved throughout the actions of the characters Robert Walton, Victor Frankenstein, and the creature. The characters all embody the theme of knowledge in different ways. Shelley supports her opinion about knowledge by using references from the Bible and Paradise Lost. She uses these references to show the relationship between God’s Adam and Frankenstein’s creature, and how nothing turns out as great as God’s creation. Mary Shelley’s goal is to teach a lesson on how destructive the desire for knowledge really is.
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.
Facial expressions have been studied for years and continue to be studied now by researchers. From all the studying that has taken place on facial expressions, there have been two major viewpoints that have spawned. The first viewpoint is emotional expression, this viewpoint says that facial expressions are sporadic and come from raw emotions. The expressions only portray emotion and nothing more. The other is the behavioral ecology viewpoint; this states that the expression is not for just emotion, but the opposite. This viewpoint says that expressions are used or enhanced by the actions and expressions of those around you. This viewpoint states that it is more of a social behavior. I conducted a study that contained 10 observations of other people participating in regular actions. I waited and watched their facial expressions and what may have caused them. From this, I determined which viewpoint their facial expressions aligned with. I plan to compare the results and give some generalizations of my findings. I will also share any interesting things I may have found while observing the people. Then, I will conclude by stating my own personal opinion on the two viewpoints judging by what my results were and what I actually believe.