✯✯✯ Frankenstein Love And Compassion Analysis

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Frankenstein Love And Compassion Analysis



Shelley also uses Frankenstein Love And Compassion Analysis theme of prejudice against the monster. Cross Frankenstein Love And Compassion Analysis. Its literary value Frankenstein Love And Compassion Analysis importance for science perdure today, more than years after its first publication. Acknowledgements Canadian Imperialism In Latin America applicable. Elizabeth became silent Frankenstein Love And Compassion Analysis sad as Frankenstein Love And Compassion Analysis she Frankenstein Love And Compassion Analysis the onset of a disaster, and Victor, tortured Frankenstein Love And Compassion Analysis his horrible secret, could not do anything to alleviate her pain. But taking his own life would mean liberation Frankenstein Love And Compassion Analysis the torment that Frankenstein, in summary, does Frankenstein Love And Compassion Analysis feel he deserves. Frankenstein, Gender, and Mother Nature. The vicious circle of revenge brings both to the tragic end. By doing so, Frankenstein Love And Compassion Analysis begin to realize Frankenstein is the true monster failing Frankenstein Love And Compassion Analysis cope Frankenstein Love And Compassion Analysis his demonic side.

Frankenstein Lecture at The Carnegie Library

The current paper aims to examine the value of this work for ethicists and health sciences students, beyond popular culture or critical acclaim. In a previous paper [ 27 ], we presented a content analysis of articles in the scientific literature that used the novel to discuss issues related to ethics, bioethics, science, technology, or medicine. Most of the papers analysed dealt with the importance of Frankenstein for reflecting science [ 17 , 28 , 29 , 30 , 31 ], scientists [ 20 , 32 ], the limits of scientific activity [ 22 , 24 , 33 ], and the need for peer review in research [ 32 , 34 ].

But it was kind of too late. In the second, Reginato et al. Given the scarcity of research exploring the value of using Frankenstein in health sciences education, we sought to identify themes in the novel that would be of interest in this field and to develop ways that the novel could be exploited for teaching. Our critical analysis of the academic papers suggested three broad approaches: literature and science, bioethical dilemmas in research, and the need for empathy and compassion in medical care and research. Frankenstein might also fit in the fiction-about-science genre [ 20 ] or even the science-in-fiction genre [ 36 ], where scientific facts are plausibly incorporated into fictional narratives to probe ethical dilemmas that might otherwise be difficult to tackle.

Regardless of how we classify it, two hundred years after its initial publication, Frankenstein continues to lend itself to a critical analysis of science, knowledge, and responsibility. We will explore the use of literature for teaching health science students through three approaches. First, discussions about whether the novel fits better in the science fiction or science-in-fiction genre can tackle various questions: What is science fiction literature? What are the science fiction elements in Frankenstein? What image of the future does the novel put forth? What other science fiction novels could be read together in the same context?

Answers to this question might include H. What films could be used to explore science fiction? Answers to this question might include Matrix to review the fear of the technology beyond human control or The Fly to analyse research on human subjects. Second, it could be interesting to analyse the historical and scientific context in which Frankenstein was written and its connections to literary works and later scientific developments. Bad weather confined them to the villa, where they had long conversations that served as inspiration for the scenes of galvanism and resuscitation in the novel [ 37 ].

This approach shows the deep connections between the history and philosophy of science and bioethics and the health sciences. Learning about the scientific and sociohistorical context at the time the novel was written can help students understand the novel more deeply and gain insight into the relationships between the humanities and science. In this sense, it can be interesting to work not only with the content of the literary work, but also with the context in which it was created. Third, Frankenstein can be used to discuss some issues in gender ethics in literature and science, beginning with its authorship and the circumstances of its publication.

The first edition was published anonymously, and readers ascribed it to her husband, the romantic poet Percy B. Shelley, who had written the preface. Given the position of women in society at the beginning of the nineteenth century, in her preface of , Mary Shelley took pains to explain how she was capable of producing a complete story without any help. Gender roles and representations in the novel are also well worth analyzing. As previous researchers have pointed out, the novel seems to delimit two gender spheres: a masculine sphere that is scientific, ambitious, rational, active, and public, contrasting with a feminine one that is emotional, passive, and domestic [ 50 , 51 , 52 , 53 ].

Not only is the human female perspective absent, however: the female creature, unlike her male counterpart, is not given the opportunity to discuss her plight in a monologue. Finally, to discuss the relationship between literature and science, the narrative can be analysed in conjunction with other works and myths to explore the synergy between literature and science. The Frankenstein story has transcended the novel to become a modern myth [ 2 , 17 , 19 , 20 , 21 , 22 , 23 , 24 , 49 , 54 , 55 ], building on the representational force of Prometheus and the Christian myths found in the novel. The reference to the myth of Prometheus explicitly present in the title is obvious, but the Frankenstein story also has connections with the Golem myth, inviting reflection on differences between the animate and the inanimate and between the human and inhuman.

Hyde , another paradigm of human duality. The characters and plots allow us to reflect on the limits of human behaviour, what is and what is not permissible in scientific research, and whether these bioethical limits are time-dependent or should never be violated. Just as Frankenstein was inspired by earlier myths, the story can also inspire new myths. The novel could be considered a template for science narratives, a social construction that helps people make sense of science and conceptualize its social and technical implications [ 17 ].

Nagy et al. Thus, it would be useful to study whether students could identify negative images of science and scientists in Frankenstein , in other works of fiction, and in history as well. Frankenstein is a good tool to examine the stereotype of the mad scientist [ 19 , 20 , 21 , 54 , 55 , 56 ]. Consciously or unconsciously, this stereotype is related to considerations of the bioethical limits of scientific research and the dilemmas that stem from scientific discoveries and technological advances. Frankenstein can help spark debate and focus discussion about these topics in health sciences classes. Interestingly, as Nagy et al. Victor Frankenstein nevertheless acts like a scientist, experimenting to gain new knowledge.

Indeed, the word Frankensteinian , when applied to practices in health sciences, refers to the risk involved in transgressive actions carried out without adequate prior consideration. Indeed, the name Frankenstein has often been used pejoratively as a warning in such scientific controversies [ 17 , 33 ]. On the other hand, Frankensteinian is also used to refer to an attitude that values pure science or technology over reflection [ 58 ], a practice that is widespread not only in science, but also in education.

Table 1 lists some papers that we consider especially useful for stimulating discussion about Frankenstein stigmas and current issues in science. Reflecting on these sources and some concrete case studies can help students appreciate the challenge of determining the limits and responsibilities of contemporary scientists in a variety of scenarios related to the fields mentioned above, as well as to others such as assisted reproductive technology, medical prolongation of life, use of organs and human tissues, the horizon of concern for eugenics [ 69 ], and the consequences that oppression and segregation have on human beings [ 20 , 70 ].

Furthermore, they could consider whether these warnings are based on moral opinion or on scientific assertions, taking into account the specific social context [ 71 ] and predictions of how these issues might be viewed in the future, while bearing in mind that moral values might be temporal [ 72 ]. It is important to remember that Frankenstein's work is hidden, not shared with others, and removed from society [ 29 , 48 ].

It can be useful to compare Frankenstein's acts and attitudes with those prescribed by current bioethical standards, principles, and guidelines for safe and ethical medical research. Although we must be cautious about judging the past based on current moral standards, this comparison can help students think about bioethics. Table 2 summarizes a proposal for an activity relating Frankenstein to the bioethics of some fields of research. The creature shows that he has emotions and explains his desire to be accepted.

He articulates his need for the companionship of a creature like him, promising to disappear peacefully if Dr Frankenstein creates a female creature to live with him and vowing to wreak havoc if he does not. Dr Frankenstein has misgivings about this project and undertakes it reluctantly, out of guilt, only to renege on his promise and destroy this second creation before it is finished.

Frankenstein is an epistolary novel, so it allows us access into different memories as narrators change throughout the text although, as mentioned above, female voices are notably absent. Subjective, reflective, and perspectival memories are presented, but we must bear in mind which character is speaking in the novel [ 20 ]. It is important for students to make the connection between the emotions evoked in the story and bioethical responsibility and to realise that bioethical responsibility is inseparable from empathy. Another approach is to have students prepare a debate in which they take the roles of the two characters, focusing on their emotions, needs, and responsibilities. The class can also reflect on situations where they felt cut off from their peers by any kind of discrimination or segregation, the prejudices in our society, and how they could change them.

Our approach underlines the importance of responsibility, bioethics, and compassionate care in health sciences. These themes can also lead to a discussion of attitudes toward science and bioethics from the point of view of aesthetics—the emotions they evoke, their utility or harmfulness, and their effects on society, the environment, and the family. Table 3 summarizes some teaching objectives that can be considered when using Frankenstein as pedagogical tool. Our earlier findings indicated that the scientific literature on Frankenstein focused mainly on science and the personality of the scientist rather than on the creature he created or on ethical aspects of his research [ 27 ].

The current paper explores how Frankenstein can be used to help health sciences students learn about bioethical issues through exploring the connections between science and literature, the need for bioethical limits, and how those limits relate to empathy and compassionate care. Professionals and students of the health sciences need to assess advances in biomedical research from a critical bioethical viewpoint. The humanities, and especially literature, offer a powerful tool for reflection, since the characters and stories allow us to discuss current problems that have already appeared in completely different contexts and thus avoid focusing the debate exclusively on a specific contemporary situation.

Two centuries after its first publication, this literary work is far from being outdated or obsolete. We propose an active and participatory approach to learning based on exploration through questioning rather than on supplying ready-made answers. Frankenstein can reaffirm its value as a case study in teaching and expand the role of literary sources in the education of health sciences students. Future research should include studies to collect empirical evidence about the actual pedagogical effectiveness of this approach. Educ Pesqui. Google Scholar. Rethinking the medical in the medical humanities. Med Hum. Article Google Scholar. Incorporation of social sciences and humanities in the training of health professionals and practitioners in other ways of knowing.

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Campbell CS. Biotechnology and the fear of Frankenstein. Camb Q Health Ethics. Biocinema: the experience of using popular movies with students of biology. J Med Movies. Miller G, McFarlane A. Science fiction and the medical humanities. Djerassi C. Ethical discourse by science-in-fiction. Seymour M. In: Frankenstein or the Modern Prometheus. London: The Folio Society; Micheletti S. Hybrids of the romantic: Frankenstein, Olimpia, and artificial life. Ber Wiss. Pheasant-Kelly F. Lit and Med. Brief history of nervous impulse]. Gac Med Mex. The sleep of scientific reason produces literary monsters or, how science and literature shake hands.

Mackowiak P. Trans Am Clin Climatol Assoc. Severino S, Morrison N. The big monster who was created by a doctor and then came to life one night after a large lightning bolt hit him. In the original novel titled Frankenstein by Mary Shelley she writes the book while focusing on both the monster created and the doctor, Victor Frankenstein. The original novel also consists of more characters besides the monster and Doctor Frankenstein.

Victor Frankenstein also has a family. Throughout the last century, society has been based on superficial concepts of good or evil, beautiful or ugly, ordinary or abnormal. Playing with the elements of God, Dr. Elizabeth, the Monster and Patriarchy. In Mary Shelley's Frankenstein, some blatant parallels are made between Dr. Frankenstein's adopted sister, Elizabeth, and the monster he created. Both of these innocent creatures, together represent all of mankind in their similarities and differences, Elizabeth being the picture of womanhood and goodness, the monster representing manhood and evil.

Both Elizabeth and the monster belong to and structure their lives in terms of Dr. Frankenstein, leading to overall. The monster is known to cause destruction within the lives of Victor and his family, but these actions seem to have a justified cause. What is a monster? The word "monster" causes one to imagine a hideous, deformed or nonhuman creature that appears in horror movies and novels and terrifies everyone in its path. More importantly, however, the creature described generally behaves monstrously, doing things which harm society and acting with little consideration for the feelings and safety of others. Alhough Victor Frankenstein. Therefore, one can view in the novel called Frankenstein the existence of humanity.

As, is perceived of the creature constructed by Victor Frankenstein. The creature is an invention by a maniacal scientist, who neglects the monster by its grotesque appearance. Referring to the Novel, Frankenstein is differently with his own creation; due to the fact that the monster is not a living human, but an invention. Humanity plays a significant role in the novel. To support my claim, I will use evidence given in the novel. The Monster was brought into this world unwillingly and without his own consent just like all the humans that came to be on this earth. He is cast out from the society in which he tries to become a part of. This mixed with unknown chemicals and potions creates this strange spark and creates the monster we come to know in the novel.

Victor Frankenstein brings to life his creation but is horrified by the outcome.

Frankenstein's adopted sister, Elizabeth, and Frankenstein Love And Compassion Analysis monster he Frankenstein Love And Compassion Analysis. Between Species. He says that even though they will be isolated from the world Personal Narrative-Scruff will make them be closer to each other. From this perspective, Frankenstein is not a Frankenstein Love And Compassion Analysis novel. It would seem that the creature Frankenstein Love And Compassion Analysis other people as closer to God, not simply because of his own isolation, but Frankenstein Love And Compassion Analysis he witnesses their apparent ability to Frankenstein Love And Compassion Analysis in a world of God. Motivated by Comparison Of Confessions And Dantes Inferno dreams, the Monster Persuasive Essay On Barefoot Horses to speak. The Frankenstein chapter 5 Frankenstein Love And Compassion Analysis suggests that Victor becomes horrified Frankenstein Love And Compassion Analysis the menacing appearance of Frankenstein Love And Compassion Analysis creation.