Certified Educator I agree with Bloom: Ironically, the Monster is more human than Victor. We see the Monster born, educated, and rejected. He is presented in all pathos emotional situations and language.
Have a suggestion to improve this page? To leave a general comment about our Web site, please click here Share this page with your network. Garcia Introduction Are we, as human beings, formed by "nature" or "nurture" or both? I ask this question at the beginning of our Frankenstein unit in order to get my students thinking about our roles in this world and our accountability or lack thereof for our actions and the resulting consequences.
With high school seniors, these questions are even more imperative since these young folks are on the brink of graduating and exiting the routine, expected, predictable lives of adolescence to be thrust into the "real" world of the unknown and the uncertain.
The common response my students have to our unit on Frankenstein comes directly from cultural references: I've had Frankenberry cereal! It is this very question of identity that will drive this unit in attempting to show students the harmful and dangerous impact that assumptions and prejudice can have on students who are seen as the "other," the "unknown," or the "different.
This "newborn" experience is a far cry from what my students are accustomed to when thinking about Victor Frankenstein's "creature. While we don't have this fictional eight-foot tall, grotesque, incomprehensible creature roaming in our society today, we do have individuals who step onto our high school campus and society feeling this disowned, this displaced, and this ostracized because they are somehow "different.
At Independence High School, our student body count was at 3, students. Our diverse student population consists of: Our students speak a range of languages from Spanish and Filipino to Vietnamese and Mandarin. Our school has the luxury of being one of the most culturally, linguistically, demographically diverse schools in the state, if not the nation.
Yet, this luxury can also be a detriment. After maneuvering through nine years of schooling, it comes as no surprise that by the time a child reaches high school he wants nothing more than to mix in, be accepted, assimilate, and be "like" everyone else.
What does this "fitting in" look like? The same clothes, the same taste in music, food, and language?
These are the daily markers of normalcy to a teenager, but the inevitable questions soon arise: What if I can't fit in? Why am I being singled out? Am I a loner? What do I have to do to be a part of this gigantic puzzle known as adolescence? More importantly, we will also face the reality of how prejudice, racism, and ostracism impact an individual who is already struggling with his or her place in society.
Much like the creature, our students are often seen as "different," outsiders, loners, and creatures to disassociate with.
Why do we prejudge someone who looks, speaks, and acts, in a way different than we do? What assumptions are made based on someone's outer appearance? We will explore the ways in which society impacts an individual using the creature's interactions with his "society": As my students consider this idea of prejudice, especially in their own environment, I ask the students if prejudice is the same today as it was in the past.
Most of my students will respond with the typical "We've come a long way since the days of segregation", a sign of progress that I do acknowledge.
However, I ask them to think deeper into how different the forms of prejudice and intolerance have truly gotten. I ask my students to join in completing my sentence: This adage has always proven to be a faulty concept.
As we know through various psychological studies, while a physical bruise may heal in time, an emotional scar is lasting.
The same lasting impact can be seen with social media outlets as the instantaneous yet permanent power of technology allows these emotional words to spread quickly and to reach a wider audience.Shelley’s Frankenstein is a text that warns the audience of how mans desire for forbidden knowledge can lead to the loss of our morality and emotional empathy, through the dehumanisation of Frankenstein’s creature.
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Frankenstein Compassion and Forgiveness Quotes Page 1 Skip to navigation. frankenstein character empathy essays Frankenstein, by Mary Shelley, is a novel, which explores many of the characteristics of gothic romanticism.
Dreary gothic settings, a focus on the supernatural, love, and nature, are all key elements of this novel. Firstly, Shelley tries to create sympathy for the monster by describing his appearance in a unique yet horrific way: he's 'gigantic'; 'about eight feet'.
In chapter 15 of the book Frankenstein the reader gets to hear the story from the creature's perspective.
The creature has had to live alone. How does Mary Shelley create sympathy for the monster in "Frankenstein"?
In her novel, 'Frankenstein', Mary Shelley employs many innovative literary techniques to invoke feelings of sympathy for the monster.