Peer Response Post

Painful Knowledge

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My post is in response to here.

I agree with both your points on knowledge and how it led to the downfall for the characters. Victor would never have successfully created the “monster” if he never learned about life, death, and decay from his studies at college. Frankenstein would never have had the ability to communicate with humans if he never learned the language from the family.  I especially agree and like your closing statement that “knowledge can be dangerous.” Sometimes knowing a secret; something that you should not know can really hurt an individual. Like knowing that the girl/guy you have a crush on has no feelings for you can demoralize the individual. That would be no different for Frankenstein and I would like to add on to your argument.

Knowledge doesn’t always come from school, and I would argue that secrets are a form of knowledge, and secrets can be painful keeping or finding out. Elizabeth and Victor would never have had the guilt and burden if Justine never told them that she was innocent. Victor was so confident and sure that she was innocent: “”She is innocent, my Elizabeth,” said I, “and that shall be proved; fear nothing, but let your spirits be cheered by the assurance of her acquittal” (Shelley 40). However, Justine confessed and her reason of pleading guilty was so that her soul could be saved:  “I commit my cause to the justice of my judges, yet I see no room for hope. I beg permission to have a few witnesses examined concerning my character, and if their testimony shall not overweigh my supposed guilt, I must be condemned, although I would pledge my salvation on my innocence” (Shelley 42).  Knowing that she was innocent and yet she was still executed played a toll on Victor and led to his journey into the mountain to clear his mind. Elizabeth also could not handle the situation and burden of an innocent person dying. Elizabeth could no longer see the world as it used to be, “on the miserable death of Justine Moritz, I no longer see the world and its works as they before appeared to me” (Shelley 47). Knowing that Justine died wrongly and innocent, Victor and Elizabeth are both shaken by the incident. Knowledge can really be dangerous and maybe sometimes it’s better not to know.

Through the lens post

Nature, Man and Other things

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In Rousseau’s, Emile, he expresses his belief in achieving an education from “nature, from men, or from other things.” He finds that “the object of our study is man and his environment (2).” Rousseau genuinely believes that we learn by reasoning and experiencing the world for ourselves, freely. In Mary Shelley’s, Frankenstein we also see this theme. Just based off of chapters 11 and 12, we see that the monster is able to speak and interact with humans. In this chapter, the monster explains how he has come to gain an education and it was all from nature, men and other things.

When the monster leaves Frankenstein’s apartment, he learns how to do everything on his own in order to survive. In chapter 11, the monster describes how it was like living free from any type of control. He learns different sensations, “[he] saw, felt, heard, and smelt at the same time; and it was, indeed, a long time before [he] learned to distinguish between the operations of [his] various senses (11).” Rousseau pointed out that nature isn’t in our control, like our bodies when it comes to hunger or feelings. The monster, living on his own realized this when he felt “tormented by hunger and thirst” and satisfied this by “[eating] some berries which [he] found hanging on the trees or lying on the ground (11).”It is also natural to feel tired after a certain amount of time, the monster feels this and learns to “shut [his] eyes” in order to feel better. When you sleep, you also want to be comfortable and warm, which is why he came up with the idea to “cover [himself] with some clothes.” By living in the wilderness, he “[finds] that [he] could wander on at liberty, with no obstacles which [he] could not either surmount or avoid (11).”The monster had the opportunity to wander in nature and experience his surroundings where he learns how to find food to satisfy his hunger, find shelter for protection, and find clothes to warm him.

In chapter 12, the monster explains his experience with humans. While he was in the wilderness, he found a family living in a small cottage. This is where he was able to observe their every move. Everyday the monster watched each person’s reactions and paid “close attention, that [he] might more speedily master the language (12).” One day he witnessed “their unhappiness” and ended up being “deeply affected by it (12).” After a while, he was able to “comprehend and could imitate almost every word that was spoken.” Through men, “[he] also learned the science of letters as it was taught to the stranger, and this opened before [him] a wide field for wonder and delight.” By observing them everyday, he received knowledge that many learn in schools. He received education through man, which completes Rousseau’s theory on education being achieved through nature, men and other things.

The monster had to learn everything on his own, without a parent or guardian guiding him. Rousseau believed that education could be attained through nature, man or other things. In this story, the monster had to use all three to get as far as has gotten. Through nature and experience, the monster learned how to feed himself, clothe himself and protect himself. Through observing this family, he was able to learn how to speak and interact with others. Mary Shelley’s Frankenstein proves Rousseau’s theory to be true.

Close Reading Post

The Need for Proper Guidance

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A very important strength in Frankenstein’s education is his passion and thirst for knowledge. Frankenstein narrates, “The world was to me a secret which I desired to divine. Curiosity, earnest research to learn the hidden laws of nature…are among the earliest sensations I can remember” (Shelley 31). These “sensations” can be linked to Locke’s belief that sensations and reflections are how we acquire ideas and therefore build up our education. Frankenstein’s passion for learning also alludes to Rousseau’s advice for an ideal education: let the child learn what he wants and his education will be successful. If a student feels passionate about the subject, he will not think of giving it up, and that is exactly what happens to Frankenstein, who feels that “in a scientific pursuit there is continual food for discovery and wonder” (Shelley 48).

A downfall in Frankenstein’s education is the constant limits that others try to impose on him, including his father and Professor Krempe. Frankenstein narrates, “In my education my father had taken the greatest precautions that my mind should be impressed with no supernatural horrors” (Shelley 49). This is just an example of Frankenstein’s father attempting to steer Frankenstein’s mind in a certain direction. Another instance would be the former’s immediate distaste at seeing the authors of the novels that Frankenstein finds pleasure in, even calling their philosophies: “sad trash,” and Professor Krempe had similar things to say about these authors (Shelley 34). By these authority figures consistently putting down Frankenstein’s interests, Frankenstein feels the need to prove them wrong and show them that there is relevance to all of this, that these authors have come up with important principles though they may not necessarily be accurate. This causes him to continuously try to break down the boundaries of present knowledge and discover new ways of thinking, new kinds of everything for what he thinks will benefit mankind.

The monster, left to fend for himself by Frankenstein, is able to start off his education on a blank slate, or under more specific Locke terms, a “tabula rasa.” Through this lack of inferior treatment brought upon by others onto his education, he learns how to be well-mannered and eloquently spoken and that is a strength of his education. Although he becomes successful academically as he learns to read, write, and speak on his own, the monster lacks proper guidance. This is the biggest downfall of his education. When he attempts to become socially active by talking to the family that he has watched, he is chased out, influencing him negatively. This can be related to Rousseau’s writings that all humans are born with the potential to be good – it is the actions of a corrupted society that steer them towards evil. Due to no one being able to guide him into understanding that Paradise Lost by John Milton is mere fiction, he relates himself to the text, learning how to justify his wicked deeds as results of Frankenstein leaving him alone and confused.

Shelley makes a claim on education through the development of the different characters by combining theories from the writings of Locke and Rousseau. Shelley believes that while sensations, reflections, and experiences do influence a person’s education, a living external guidance is also needed. However, this guidance must be a high-quality and proper kind – no good will come out of a deadbeat counselor, or in the monster’s case: a deadbeat creator. She illustrates this idea through the education of the monster, who has been left without proper guidance due to Frankenstein’s abandonment of him, and therefore has a distorted, malicious kind of education.

Through the lens post, Weekly Post Check-In

Frankenstein through the lens of Locke

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I believe that Locke’s main argument in his essay, “An Essay concerning Human Understanding”, is that all ideas come from sensation or reflection. This is very apparent in the novel, Frankenstein, by Mary Shelly. The monster Victor Frankenstein created is the perfect example of someone learning through sensation or reflection. He was basically created like a child who knew nothing, but had the body of a monster. He first learned of his senses through his experiences, “A strange multiplicity of sensations seized me, and I saw, felt, heard, and smelt at the same time; and it was, indeed, a long time before I learned to distinguish between the operations of my various senses” (Shelley). He had grown accustomed to the light and to perceive objects in their right forms, learning how to distinguish between an insect and an herb and different herbs from each other. It is even more apparent that he learned through his sensations when he states that he put on clothes when he was in Victor’s apartment because of the cold, “Before I had quitted your apartment, on a sensation of cold, I had covered myself with some clothes” (Shelly).

The monster also learned through reflection, looking back on how people had treated him, “He turned on hearing a noise, and perceiving me, shrieked loudly, and quitting the hut, ran across the fields with a speed of …” (Shelly). After this event, he was then attacked by a whole village after attempting to enter in search for food. All this has affected him, so he knew not to approach anyone else because of his appearance, “Having thus arranged my dwelling and carpeted it with clean straw, I retired, for I saw the figure of a man at a distance, and I remembered too well my treatment the night before to trust myself in his power” (Shelly). The monster basically learned everything he knew from different sensations he has experienced and reflections from experiences that have clearly had a great impact on him.

Peer Response Post

Response to “The Struggle to Fit in”

This is a response to Tasnima Ahmed’s post “The Struggle to Fit in” which can be found here

Frankenstein: The Modern Prometheus, is a novel that depicts a “monsters” growth and knowledge through his experience. However, this monster didn’t quite get the same treatment as a regular human being would. Tasnima recalls the creature “left in isolation.” I agree with her because most of Frankenstein’s life growing up, he experienced loneliness and isolation. “It was dark when I awoke; I felt cold also, and half frightened, as it were, instinctively, finding myself so desolate.” (Shelly, 16). According to Shelly, Frankenstein woke up in dark cold mornings to no surroundings and was frightened because of it. Tasnima continues to explain that the monster had no knowledge of everything because he was isolated. However, the monster began to use his experience and surroundings to gain his knowledge. Tasnima uses accurate evidence to back up her claim of the monster building knowledge. She says “through his journey of getting food, he learns his hierarchy in society.” I found this point to be very interesting because it is quite amazing how a monster who knew nothing about life suddenly begins to understand his role in society.

Tasnima’s point on how the novel emphasizes that knowledge is dangerous is quite fascinating. Many people can use knowledge in the wrong and selfish way. Tasnima brings up the parts where the monster retaliates and seeks revenge on humans because they continued to isolate him. His eager to learn and become a “fit” within society rose his anger and it led to many deaths. In comparison to the book Emile, Frankenstein shares the same approach in terms of education. Rousseau believes that a man should bring him-self within a society once he is well educated. Tasnima brings up a quote from Emile which was quite exemplary. “He us alone in the midst of human society, he depends on himself alone” (Rousseau, 23.) She explains that although a monster is physically isolated, he uses himself as the motive to learn more about the world. Once someone is isolated, they can’t help but to learn more about the world.

Overall, I agreed with many of the points that Tasnima made throughout her close reading post. She used detailed evidence supporting her claims and I was able to expand on her points as well. She also made a good comparison with Rousseau’s novel Emile which I found quite fascinating. Nonetheless, Tasnima’s points about Frankenstein’s isolation and eager for knowledge was accurate and interesting.

Weekly Post Check-In

Frankenstein

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Victor Frankensteins strength in education academically was high considering that he had a good upbringing, his father being a government figure and him being well educated from a young age in geneva.  Victor did so well that he was able to attend a famous university which back then required intelligence and money. He attended that school for the study of science and was so talented that he was able to find a way to bring things that were dead back to life.  The monsters strength in education is that he was able to become a educated and intelligent individual considering the fact that its taught its self  under extreme conditions. The monster had to learn basic human functions something as simple as the sense of touch or cold and hot temperature, speaking, hunger and thirst. He learns academically more things after he finds the Delacey house and learn while felix was teaching safie language, history, reading writing and the monster itself starts reading 3 books. I would say that Victors pitfall was a phycological one then of a educational one. victor refused to take any responsibility for his actions in creating and abandoning something he created. After creating it and not caring for it, Victor thought he could ignore it and move on with its life and not give the monster a second thought which I found very disturbing. I could say that the monster was wrong for actions but I felt that deep down the monster is a good individual under unfair and physiologically traumatic events of constant abandonment and mistreatment which lead to its violent behaviors.

Close Reading Post, Free post, Theory Check-In, Theory Think

The struggle to fit in

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In the novel Frankenstein: The Modern Prometheus, the monster gains knowledge through experience but is left in isolation. He discovers fire and experiences the heat it provided him (Shelley, 11). Throughout this reading, it accentuates on Rousseau’s theory of having to learn for oneself and by allowing the child the opportunity to discover and experience, then be told by someone else (Rousseau, 15). This is exemplified when he put his hand into the live embers, but he quickly took it out again with a cry of pain. Through experience the monster learned that fire keeps you warm and it can also cause pain if you touch it.

The monster was isolated and left on his own. He has no prior knowledge of anything. Because he was hungry and tired, he gained experiences and his knowledge builds. He learns that fire is hot and keeps you warm and how to collect food. Through his journey of getting food, he learns his hierarchy in society. When a man saw him, he screamed and ran away in which the monster realized that he is not human and decides he isn’t a typical human. The monster soon lives in a hut in which he learns the basic knowledge of language by listening in to his neighbors, learns how to read and obtain knowledge of the world. “Of what a strange nature is knowledge!” The monster tried to gain the approval of his neighbors but was attacked by them and let him isolated. The monster retaliates and seeks revenge on all humans. Because of this incident the monster kills innocent people.

The novel emphasizes that knowledge is dangerous. Frankenstein depicts the same isolation aspect of Emile. On education, Rousseau stressed that Emile should think not think of others but should think more on herself. “He is alone in the midst of human society, he depends on himself alone…” (Rousseau, 23). Although the monster is physically and emotionally isolated, he thinks more for himself and observes his neighbor to better understand the world and to learn more knowledge. The story accentuates on the monsters experiences, how he wants to understand and fit in.

Close Reading Post

Isolation: The Desire to Fit In

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In Mary Shelley’s novel Frankenstein: The Modern Prometheus, the monster stumbles across a fire and experiences the warmth it provided him whilst he was oppressed by the cold (Shelley 11). Desirous for extra comfort, he “thrust[ed] [his] hand into the live embers, but quickly drew it out again with a cry of pain” (Shelley 11). This illustrates Rousseau’s theory of having your pupil learn for himself by allowing the child the opportunity to discover and experience, rather than having him know something because he was told by another (Rousseau 15). In this scenario, the monster learned that although fire provides comfortable warmth, it can just as well cause undesirable pain. The monster also learns upon nightfall that “the fire gave light as well as heat and that the discovery of this element was useful to [him]” in preparing his food. Although berries were spoiled when placed on “live embers,” the monster learned that nuts and roots improved much in taste under this procedure (Shelley 11).

Frankenstein; however, revises the isolation aspect of Emile. Rousseau in her treatise on education stressed that Emile should “[think] not of others but of himself, and prefers that others should do the same. He makes no claim upon them, and acknowledges no debt to them. He is alone in the midst of human society, he depends on himself alone…” (Rousseau 23). The monster, although physically and emotionally isolated, thinks more than himself and observes his neighbors. He realizes that the nearby inhabitants are unhappy due to their economical situation and the monster repays his debt from stealing “a part of their store for [his] own consumption” and selflessly assist[ed] to their labors (Shelley 12). He is later conscious that the “cottagers” “possessed a method of communicating their experience and feelings to one another by articulate sounds [and he]… ardently desired to become acquainted with it” (Shelley 12), emphasizing his want to understand and fit in.

 

Close Reading Post, Weekly Post Check-In

Dangerous Knowledge

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In Mary Shelley’s Frankenstein, the main character, Victor Frankenstein, was unlike other children who wanted to play. He had a strong desire to learn about science. “It was the secrets of heaven and earth that I desired to learn; and whether it was the outward substance of things or the inner spirit of nature and the mysterious soul of man that occupied me, still my inquiries were directed to the metaphysical, or in its highest sense, the physical secrets of the world” (Shelley 2). Natural philosophy was his favorite studies. From then on, he educated himself in these study with books by Cornelius Agrippa, Albertus Magnus, and Paracelsus. At the age of seventeen, Victor left Geneva and attended University of Ingolstadt. He introduced himself to his professor of natural philosophy. His professor informed him that his previous studies were absolutely useless and outdated.  He had also met his chemistry professor, in which he decided to his studies in science. His studies in science started the pitfall of Victor’s education. Victor Frankenstein’s thirst for knowledge and senseless curiosity blinded him from all senses. He abandons his social life and family. He stayed in his apartment studying how humans are made and death/decay. Victor Frankenstein decides to give life to inanimate body. Through years of restless work, he created a creature. Victor’s senses finally come back on the night his creature awoke. The ugliness of the creature awoke Victor. If Victor didn’t have  strong thirst for knowledge, he could of prevented all the misfortunes that happened to him later on– “instead of that serenity of conscience which allowed me to look back upon the past with self-satisfaction, and from thence to gather promise of new hopes, I was seized by remorse and the sense of guilt, which hurried me away to a hell of intense tortures such as no language can describe” (Shelley 9).

The monster was left on his own.  John Locke’s theory of “tabula rasa” is present in the monster. The monster has a blank mind, “No distinct ideas occupied my mind; all was confused” (Shelley 11). It is through his sensations and reflections he learns. He had no knowledge of anything until he was hungry and tired. Through his experiences, his knowledge builds and he educates himself. He learns how to keep a fire burning and how to collect food. On one of his journey to obtain food, he learns his position in society. When a man saw him, the man screamed and ran away. The monster realizes he is not like any human and decides to stay away from humans. The monster stays in a hut and there he learns the basic knowledge of language by eavesdropping on his neighbors. He learns how to read and obtains knowledge of the world, politics, government, status of humans, etc. The monster learns “of what a strange nature is knowledge! It clings to the mind when it has once seized on it like a lichen on the rock” (Shelley 13). The downfall of the monster’s education is when the monster tries to gain the approval of his neighbor. He was attacked by his neighbor and was rejected. Because of the monster’s looks and from his experiences, he knows he would never be accepted in society. This leads him to ask for a companion. Rejection, abandonment, misery, and isolation leads to the monster’s reckless actions. The monster went from an educated and tamed man to a ruthless monster. He and his mind has gone bad. The monster vows to seek revenge on all human kinds. From here on, the monster kills innocent people.

The novel wants to say that knowledge can be dangerous. To pursue knowledge beyond human limits can put us in a dangerous position. Victor’s desire to create humans led to destruction. He went beyond nature’s limit.  Walton, just like Victor, is eager to learn more. Walton wants to reach the North Pole, where no other human has done before. He is trapped between sheets of ice and contemplates on whether to proceed. However unlike Victor, Walton decides to go back south. Walton learns from Victor’s story how the thirst for knowledge can be dangerous.

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