An Ecocritical Reading of the Monstrous in Mary Shelley's
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Mary Shelley: Teaching and Learning Through Frankenstein Theresa M
Forum on Public Policy Mary Shelley: Teaching and Learning through Frankenstein Theresa M. Girard, Adjunct Professor, Central Michigan University Abstract In the writing of Frankenstein, Mary Shelley was able to change the course of women’s learning, forever. Her life started from an elite standpoint as the child of Mary Wollstonecraft and William Godwin. As such, she was destined to grow to be a major influence in the world. Mary Shelley’s formative years were spent with her father and his many learned friends. Her adult years were spent with her husband, Percy Bysshe Shelley, and their literary friends. It was on the occasion of the Shelleys’ visit to Lord Byron at his summer home that Mary Shelley was to begin her novel which changed the course of women’s ideas about safety and the home. No longer were women to view staying in the home as a means to staying safe and secure. While women always knew that men could be unreliable, Mary Shelley openly acknowledged that fact and provided a forum from which it could be discussed. Furthermore, women learned that they were vulnerable and that, in order to insure their own safety, they could not entirely depend upon men to rescue them; in fact, in some cases, women needed to save themselves from the men in their lives, often with no one to turn to except themselves and other women. There are many instances where this is shown throughout Frankenstein, such as: Justine’s prosecution and execution and Elizabeth’s murder. Mary Shelley educated women in the most fundamental of ways and continues to do so through every reading of Frankenstein. -
The Real "Monster" in Frankenstein
ISSN 2380-5064 | Arsenal is published by the Augusta University Libraries | http://guides.augusta.edu/arsenal Volume 1, Issue 1 (2016) The Real "Monster" in Frankenstein David O. Urizar Citation Urizar, D. O. (2016). The Real "Monster" in Frankenstein. Arsenal: The undergraduate research journal of Augusta University, 1(1), 20-27. http://doi.org/10.21633/issn.2380.5064/f.2016.01.20 © 2016 Urizar. This open access article is distributed under a Creative Commons Attribution-NonCommercial-NoDerivs 2.0 Generic License (https://creativecommons.org/licenses/by-nc-nd/2.0/) ISSN 2380-5064 10.21633/issn.2380.5064/f.2016.01.20 Real “Monster” in Frankenstein David O. Urizar Department of Biological Sciences College of Science and Mathematics Faculty Mentor: Todd Hoffman, Ph.D., Department of English and Foreign Languages The story of Frankenstein is typically seen as a battle between Victor Frankenstein and the “monster” of the story. However I argue that that the real “monster” of the story is in fact Victor Frankenstein who is suffering from paranoid schizophrenia and that the “monster” is really just a delusions that Victor uses to cope with the idea that he in fact is the killer of the story. This concept is evident in the fact that no one in the story has ever seen both Victor Frankenstein and the “monster” alive in the same place. The characteristics of the “monster’ also point towards the idea that the “monster” could not possibly exist. Even the way that Victor acts throughout the book point to the idea that he does not really care for the safety of his loved ones. -
Discussion Questions for Frankenstein Written by Hailey Toporcer, Hiram College Class of 2019 Edited by Prof
Discussion Questions for Frankenstein Written by Hailey Toporcer, Hiram College Class of 2019 Edited by Prof. Kirsten Parkinson As you read Mary Shelley’s Frankenstein, either on your own or with a group, we invite you to use these questions to add layers to your discussion or thinking about the novel. The first section includes questions for each chapter of the novel; you will find questions reflecting on the book as a whole at the end. We have not included specific pages numbers as various editions have different page numbers, but the quotations are based on the 1831 edition of the novel. Discussion Questions for Each Chapter Letters I through IV 1. Frankenstein begins and ends with letters written by Robert Walton. Why do you think that Mary Shelley chose to have him frame the novel? How would your opinions of Victor Frankenstein and his creation differ if their story was told directly by Victor Frankenstein himself? What if the story was told solely by the creation? 2. Walton yearns for a friend, much like Victor Frankenstein’s creature does. What does this tell you about human nature? Is it in our nature to want companionship, someone to confide in, and someone to care for? 3. In Letter IV, Walton writes, “Yesterday the stranger said to me, “You may easily perceive, Captain Walton, that I have suffered great and unparalleled misfortunes. I had determined at one time that the memory of these evils should die with me, but you have won me to alter my determination. You seek for knowledge and wisdom, as I once did; and I ardently hope that the gratification of your wishes may not be a serpent to sting you, as mine has been. -
Categorizing Humans, Animals, and Machines in Mary Shelley's Frankenstein
University of Rhode Island DigitalCommons@URI Senior Honors Projects Honors Program at the University of Rhode Island 2009 Categorizing Humans, Animals, and Machines in Mary Shelley’s Frankenstein Martha Bellows University of Rhode Island, [email protected] Follow this and additional works at: http://digitalcommons.uri.edu/srhonorsprog Part of the Arts and Humanities Commons Recommended Citation Bellows, Martha, "Categorizing Humans, Animals, and Machines in Mary Shelley’s Frankenstein" (2009). Senior Honors Projects. Paper 129. http://digitalcommons.uri.edu/srhonorsprog/129http://digitalcommons.uri.edu/srhonorsprog/129 This Article is brought to you for free and open access by the Honors Program at the University of Rhode Island at DigitalCommons@URI. It has been accepted for inclusion in Senior Honors Projects by an authorized administrator of DigitalCommons@URI. For more information, please contact [email protected]. Martha Bellows Major: English and Spanish Email: [email protected] Title of Project: Categorizing Humans, Animals, and Machines in Mary Shelley’s Frankenstein Faculty Sponsor: Dr. Galen Johnson Abstract From Plato to Descartes and Kant and now to modern day, there is a general idea that pervades Western society. This idea is about the uniqueness and superiority of the human being. We are rational and conscious beings that apparently stand alone in the world, separated intellectually from animals and biologically from machines. The relationship between humans, animals, and machines is a tumultuous one and it is not easily definable. For many classical philosophers, this relationship has always been a hierarchy. Humans are on the top and animals and machines fall somewhere below. These beliefs have created a distinct category for the three terms that leaves no room for overlap. -
Natality, Care, Art: a Three-Fold Response to Posthumanism's
Natality, Care, Art: A Three-Fold Response to Posthumanism’s Figuration of the Political By Mirra-Margarita Ianeva Department of Art History and Communication Studies McGill University August 2020 A thesis submitted to McGill University in Partial fulfillment of the requirements of the degree of Master of Arts ©Copyright by Mirra-Margarita Ianeva Table of Contents Abstract 3 Resume 4 Acknowledgements 5 Introduction 6 The Parliamentary Scene 6 Reframing the Hard Question 10 Natality, Care, Art 13 Section I. The Natality Scene: An Arendtian Response to Latour 20 Beginning Anew 22 Subject or World 25 Foucault and the Practice of the Self 26 Arendt and Natality 30 An Undeveloped Concept of Care 36 Section II. Ecological Attunements: From Boredom to Care 38 Boredom or Plurality as Coexistence 40 Care or Plurality as Coevolution 46 Section III. Art of Care 52 Amie Siegel’s Provenance (2013): Work and Context 54 Beyond the Restorationist Model 57 Conclusion 60 Bibliography 62 2 Abstract This thesis reflects on the limits of the frame of communication, adopted by posthumanist thinkers like Bruno Latour and Jane Bennett, for addressing the challenge of a more-than- human politics. It explores how Hannah Arendt’s political thought, brought into dialogue with feminist and artistic meditations on care, can suggest a more productive approach to this question. While taking as its point of departure posthumanism’s intuition that ecology compels us to rethink the political itself, the thesis argues that to bring this promise to full fruition requires taking a deeper look at the human and the political as sites of transformative practice. -
Metaphysics Or Metaphors for the Anthropocene? Scientific Naturalism and the Agency of Things
Open Philosophy 2018; 1: 191–212 Patrick Gamez* Metaphysics or Metaphors for the Anthropocene? Scientific Naturalism and the Agency of Things https://doi.org/10.1515/opphil-2018-0014 Received June 17, 2018; accepted July 31, 2018 Abstract: In this paper, I provide the outlines of an alternative metaphilosophical orientation for Continental philosophy, namely, a form of scientific naturalism that has proximate roots in the work of Bachelard and Althusser. I describe this orientation as an “alternative” insofar as it provides a framework for doing justice to some of the motivations behind the recent revival of metaphysics in Continental philosophy, in particular its ecological-ethical motivations. In the second section of the paper, I demonstrate how ecological-ethical issues motivate new metaphysicians like Bruno Latour, Jane Bennett, Timothy Morton, Ian Bogost, and Graham Harman to impute to objects real features of agency. I also try to show how their commitments lead to deep ambiguities in their metaphysical projects. In the final section, I outline a type of scientific naturalism in Continental philosophy that parallels the sort of naturalism championed by Quine, both conceptually and historically, and suggest that it might serve our ecological-ethical purposes better. Keywords: speculative realism, vital materialism, environmental ethics, non-anthropocentrism, Bachelard, Althusser, Continental philosophy 1 Introduction 1.1 Overview The landscape of Continental philosophy has changed radically in the early 21st century. The last 15 years have seen a resurgence of speculative philosophy, rationalisms, and realisms of all stripes. We see this in the “new materialism” of Diana Coole and others, the Deleuzian realism of Manuel Delanda, the “object-oriented philosophy” of Graham Harman, and many others. -
Frankenstein in Mary Shelley’S Novel “Frankenstein”
A DESCRIPTION OF THE MAIN CHARACTER OF FRANKENSTEIN IN MARY SHELLEY’S NOVEL “FRANKENSTEIN” A PAPER WRITTEN BY RAHMA KESUMA ANJANI REG. NO: 152202056 DIPLOMA III ENGLISH STUDY PROGRAM FACULTY OF CULTURE STUDY UNIVERSITY OF NORTH SUMATERA MEDAN 2018 UNIVERSITAS SUMATERA UTARA It has been Approved by Supervisor, Dra. Diah Rahayu Pratama. M.Pd NIP. 195612141986012001 Submitted to Faculty of Culture Study. University of North Sumatera in partial fulfillment of the requirements for Diploma III in English Study Program. Approved by Head of Diploma III English Study Program, Dra. Swesana Mardia Lubis. M.Hum NIP. 19571002 198601 2 003 Approved by the Diploma III of English Study Program Faculty of Culture Study, University of North Sumatera. UNIVERSITAS SUMATERA UTARA As a Paper for the Diploma III Examination Accepted by the Board of Examiners in partial of the requirements for the D-III Examination of the Diploma III English Study Program, Faculty of Culture Study, University of North Sumatera. The examination is held 10th January 2018 Faculty of Culture Study University of North Sumatera Board of Examination : 1. Dra. Swesana Mardia Lubis. M.Hum 2. Dra. Diah Rahayu Pratama. M.Pd 3. Riko Andika Rahmat Pohan. S.S. M.Hum UNIVERSITAS SUMATERA UTARA AUTHOR’S DECLARATION I am, RAHMA KESUMA ANJANI, declare that I am the sole author of this paper. Except where reference is made in the text of this paper, this paper contains no material published elsewhere or extracted in whole or in part from a paper by which I have qualified for or awarded another degree. No other person‟s work has been used without due acknowledgement in the main text of this paper. -
The Unfamiliar Shelley
THE UNFAMILIAR SHELLEY Proof Copy in gratitude for his major contribution to the understanding of Shelley To Don Reiman Proof Copy The Unfamiliar Shelley Edited by ALAN M. WEINBERG University of South Africa, RSA TIMOTHY WEBB University of Bristol, UK Proof Copy © Alan M. Weinberg and Timothy Webb 2008 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher. Alan M. Weinberg and Timothy Webb have asserted their moral right under the Copyright, Designs and Patents Act, 1988, to be identified as the editors of this work. Published by Ashgate Publishing Limited Ashgate Publishing Company Gower House Suite 420 Croft Road 101 Cherry Street Aldershot Burlington, VT 05401-4405 Hampshire GU11 3HR USA England www.ashgate.com British Library Cataloguing in Publication Data The unfamiliar Shelley. – (The nineteenth century series) 1. Shelley, Percy Bysshe, 1792–1822 – Criticism and interpretation I. Webb, Timothy II. Weinberg, Alan M. (Alan Mendel) 821.7 Library of Congress Cataloging-in-Publication Data The unfamiliar Shelley / edited by Timothy Webb and Alan M. Weinberg. p. cm. – (The nineteenth century series) Includes bibliographical references and index. ISBN 978-0-7546-6390-4 (alk. paper) 1. Shelley, Percy Bysshe, 1792–1822–Criticism and interpretation. I. Webb, Timothy. II. Weinberg, Alan M. (Alan Mendel) PR5438.U64 2008 821'.7–dc22 2007052262 ISBN 978-0-7546-6390-4Proof Copy Contents General Editors’ Preface vii List of Illustrations ix Notes on Contributors xi Acknowledgements xv List of Abbreviations xvii Editorial Note xix Introduction 1 Timothy Webb and Alan M. -
Percy Bysshe Shelley (1792–1822) Was an Extraordinary Poet, Playwright, and Essayist, Revolutionary Both in His Ideas and in His Artistic Theory and Practice
Cambridge University Press 978-0-521-82604-4 - The Cambridge Companion to Shelley Edited by Timothy Morton Frontmatter More information THE CAMBRIDGE COMPANION TO SHELLEY Percy Bysshe Shelley (1792–1822) was an extraordinary poet, playwright, and essayist, revolutionary both in his ideas and in his artistic theory and practice. This collection of original essays by an international group of specialists is a comprehensive survey of the life, works, and times of this radical Romantic writer. Three sections cover Shelley’s life and posthumous reception; the basics of his poetry, prose, and drama; and his immersion in the currents of philosophical and political thinking and practice. As well as providing a wide- ranging look at the state of existing scholarship, the Companion develops and enriches our understanding of Shelley. Significant new contributions include fresh assessments of Shelley’s narratives, his view of philosophy, and his role in emerging views about ecology. With its chronology and guide to further reading, this lively and accessible Companion is an invaluable guide for students and scholars of Shelley and of Romanticism. © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-82604-4 - The Cambridge Companion to Shelley Edited by Timothy Morton Frontmatter More information THE CAMBRIDGE COMPANION TO SHELLEY EDITED BY TIMOTHY MORTON University of California, Davis © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-82604-4 - The Cambridge Companion to Shelley Edited by Timothy Morton Frontmatter More information cambridge university press Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sa˜o Paulo Cambridge University Press The Edinburgh Building, Cambridge cb2 2ru,UK Published in the United States of America by Cambridge University Press, New York www.cambridge.org Information on this title: www.cambridge.org/9780521533430 © Cambridge University Press 2006 This publication is in copyright. -
UNIT TEST STUDY GUIDE QUESTIONS Frankenstein, by Mary Shelley English III-1, Mrs
UNIT TEST STUDY GUIDE QUESTIONS Frankenstein, by Mary Shelley English III-1, Mrs. Edmonds and Mr. Oakley People (both fictional and real-life) you should know from Frankenstein: Victor Frankenstein: creator of the creature and protagonist of the story Henry Clerval: Frankenstein's best friend who is murdered by the creature Elizabeth Lavenza: lived with Frankenstein family; married Victor Robert Walton: explorer who met Frankenstein on the Arctic ice Margaret Saville: recipient of a series of letters from her brother, Robert Walton Justine Moritz: wrongly executed for the murder of young William Frankenstein Percy Shelley: famous real-life British poet and Frankenstein author’s husband Felix De Lacey: unknowingly taught the creature to read and write Alphonse Frankenstein: died of grief in his son's arms after learning that Elizabeth was dead Caroline Beaufort: Frankenstein family matriarch; Victor Frankenstein’s mother Mary Shelley: real-life author of the novel Frankenstein; she wrote the story while on vacation with Percy Shelley (her husband) and Lord Byron (her friend) while on vacation in Switzerland; both Percy Shelley and Lord Byron became world-famous British poets. William Frankenstein: a young boy who was the creature's first victim For the test, be prepared to write an essay to a question similar to the prompt below. We will discuss possible answers in class. Describe the original personality of Dr. Victor Frankenstein’s creature, and the changes that occurred to the creature’s personality over the course of the novel. In coming up with an answer, you might want to address the following questions: What was the creature like when he was first “born”? How did he change and why did he change? What was the creature like at the end of the novel? Be sure to mention the name of the novel and the name of the author somewhere in your answer. -
Haunting the Stage: Danny Boyle's Frankenstein and the Gothic Drama of Modern Subjectivity 13 December 2013
Haunting the Stage: Danny Boyle’s Frankenstein and the Gothic Drama of Modern Subjectivity 13 December 2013 Osborne 1 Introduction: Positioning the Gothic in Modern Life Recent critical literary interests in Gothic narratives and mythologies have made it so that the Gothic itself has become almost inseparable from modern and postmodern literary genealogies. From Joseph Conrad’s Heart of Darkness to Toni Morrison’s Beloved, Gothic traces are often found in modern and postmodern texts, lingering somewhere between the shadows and the unspoken. Thus literary critics have made efforts to theorize the Gothic on “a continuum with such twentieth-century movements as ‘high’ modernism and surrealism” (Hurley 129-30) and conceding that traditional Gothic terms have been renegotiated in the modern period to operate as technologies that conjure up anxieties found within the modern self (Spooner 40). In a review of Edith Birkhead’s The Tale of Terror (1921), Virginia Woolf comments on her modern contemporaries writing, “It is at the ghosts within that we shudder, and not at the decaying bodies of barons or the subterranean activities of ghouls” (307). What Woolf highlights is “a modernist understanding of the Gothic as interior drama rather than dramatic spectacle,” (Spooner 39) making the line that has historically been drawn between Gothic and modern texts essentially disappear. Just as literary critics find it difficult to demarcate literary periods from each other, defining what Gothic is proves to be equally, if not more difficult. It is obvious that specific tropes found in texts that have been traditionally understood to be Gothic are often considered undisputedly Gothic. -
Mary Shelley's Frankenstein: the Creature's Attempt at Humanization
University at Albany, State University of New York Scholars Archive English Honors College 5-2011 Mary Shelley’s Frankenstein: The Creature’s Attempt at Humanization Noelle Webster University at Albany, State University of New York Follow this and additional works at: https://scholarsarchive.library.albany.edu/honorscollege_eng Part of the English Language and Literature Commons Recommended Citation Webster, Noelle, "Mary Shelley’s Frankenstein: The Creature’s Attempt at Humanization" (2011). English. 7. https://scholarsarchive.library.albany.edu/honorscollege_eng/7 This Honors Thesis is brought to you for free and open access by the Honors College at Scholars Archive. It has been accepted for inclusion in English by an authorized administrator of Scholars Archive. For more information, please contact [email protected]. Mary Shelley’s Frankenstein: The Creature’s Attempt at Humanization By Noelle Webster May 2011 “I began the creation of a human being” – Victor Frankenstein (Shelley 54). This is a short yet powerful statement from the eponymous character of Mary Shelley’s Frankenstein. Victor Frankenstein is a man from a privileged family who becomes obsessed with pursuing scientific advancements, and is eventually able to create a living being. While Victor does succeed at creating a living being, he does not succeed at creating a human being. The creature becomes excluded from society, and tries to humanize himself through knowledge of language. To begin with I will do a close reading of Mary Shelley’s novel, analyzing selected scenes. I will be looking at what, according to the novel, makes something human and what excludes the creature from humanity. Victor’s creation attempts to humanize himself and become part of society, but ultimately is unable to do so.