Branches of the Tree of Knowledge

Branches of the Tree of Knowledge In Frankenstein, Mary Shelley warns that with the advent of science, natural philosophical questioning is not only futile, but dangerous. In attempting to discover the mysteries of life, Frankenstein assumes that he can act as God. He disrupts the natural order, and chaos ensues. Mary Shelley goes to great lengths to emphasize the beauty and order of life when man engages in à ¬naturalà ® pursuits. She idealizes Frankensteins home life: à ¬I feel exquisite pleasure in dwelling on the recollections of childhood, before misfortune had tainted my mindà ® (38). His family is orderly and wonderful. Clervals à ¬presence brought back to my thoughts my father, Elizabeth, and all those scenes of home so dear to my recollectionÃâ€"I felt suddenly, and for the first time during many months, calm and serene joyà ® (58). Shelley also stresses that man should feel at one with nature, not at odds with it: à ¬When happy, inanimate nature had the power of bestowing on me the most delightful sensationsà ® (68). Certain occupations allow man to be at one with nature and his fellow creatures. Shelley feels that science should be useful and beneficial to mankind. Clerval, a clearly pure and benevolent character, studies languages. He loves poetry. These disciplines allow man to help others and glorify nature without questioning it. In childhood, Frankensteins studies contained à ¬bright visions of usefulnessà ® (38): à ¬I betook myself to the mathematics, and the branches of study appertaining to that science, as being built upon secure foundations, and so worthy of considerationà ® (41). But Frankensteins interests soon turned away from mathematics; he speaks of his change of mind as if an evil spirit had taken control of his brain. He begins to thirst after higher knowledge, hoping to discover the deepest mysteries of nature: à ¬I had gazed upon the fortifications and impediments that seemed to keep human beings from entering the citadel of nature, and rashly and ignorantly I had repinedà ® (39). Frankenstein delves into these studies, hoping to à ¬unfold to the world the deepest mysteries of creationà ® (47). à ¬Life and death appeared to me ideal bounds, which I should first break through, and pour a torrent of light into our dark worldà ® (52) Frankenstein succeeds in discovering the secrets of life and death, and becomes able to bestow à ¬animation upon lifeless matterà ® (51). While Frankenstein is involved in this pursuit, Shelley portrays his life as grotesque and unnatural in comparison to his childhoodà ³he abandons everything that clearly made his life natural and good: à ¬The dissecting room and the slaughter-house furnished many of my materials; and often did my human nature turn with loathing from my occupationà ® (53). Frankenstein cuts off contact with his family, and no longer appreciates the glory of nature. He confines himself to a roomà ³his occupation is unnatural: à ¬Who shall conceive the horrors of my secret toil as I dabbled among the unhallowed damps of the graveÃâ€"and disturbed, with profane fingers, the tremendous secrets of the human frameà ® (53). With these descriptions, Shelley tells the reader that Frankenstein treads on forbidden groundà ³he does not discover secrets, but à ¬disturbsà ® them. When Frankensteins completes his creation, he finally realizes the horror of what he has done. He sees immediately that his aspiration to make à ¬a new species [that] would bless me as its creator and sourceà ® was far from realized. Instead, à ¬the beauty of the dream vanished, and breathless horror and disgust filled [his] heartà ® (56). His actions, performed in isolation, did nothing to better human kind, being so far removed from human nature. He realizes the full horror of what he has done in his dream, which foreshadows the chaos and destruction that is to come. He sees how horrid it is to meddle in superhuman affairs and attempt to alter natural processes. In his dream, he sees his beloved Elizabeth, and kisses her. But to his horror, she turns into his dead mother, à ¬a shroud enveloped her form, and I saw the grave-worms crawling in the folds of flannelà ® (57). With this image, Shelley illustrates the evil of man trying to venture into the domain of God. Frankenstein succeeds in creating life, but this creation results in nothing but death and destruction. He profanes his mothers death, and turns a vibrant life into decaying nothingness. His attempts to change lifes natural boundaries can only lead to chaos. As a mortal, he cannot do what God does. He can create life, but he cannot create order. Man stepping out of his natural place can only cause disorder. Shelley further portrays Frankenstein as a perverted God through references to Adam and Eve. The monster laments having been created by such an imperfect God. He says, à ¬How dare you sport thus with lifeÃâ€" I ought to be thy Adamà ® (97). Frankenstein, however, is no God. The monster eventually realizes this, and reproaches Frankenstein: Like Adam, I was apparently united by no link to any other being in existence; but his state was far different from mine in every other respect. He had come forth from the hands of God a perfect creature, happy and prosperous, guarded by the especial care of his Creator; he was allowed to converse with and acquire knowledge from beings of a superior nature: but I was wretched, helpless, and alone (126). Frankenstein is no better than his monster, being ruled by the same human passions. He is not a superior being, and cannot support creation of a new species. The humility that Frankenstein should have before his own creator is demonstrated through Shelleys powerful descriptions of nature. Frankenstein feels small against the à ¬dashing of the waterfalls around, [which] spoke of a power mighty as Omnipotenceà ® (91). He can never really penetrate these secretsà ³Ãƒ ¬the pine woods, and ragged bare ravine, the eagle, soaring amidst the cloudsà ³they all gathered round me and bade me be at peaceà ® (93). He also notices the perfection with which his creator formed the humans, and marvels at Clervals qualities, à ¬Has his mind, so replete with ideasÃâ€"whose existence depended on the life of its creatorà ³has this mind perishedÃâ€"No, it is not thus; your form so divinely wroughtÃâ€"has decayed, but your spirit still visits and consoles your unhappy friend.à ® With this statem ent, Frankenstein realizes that life and death are not really the à ¬ideal boundaries.à ® There is so much more to life and death than humans can possibly conceive. Biology is not necessarily the answer to the secrets of life and death. Thus, humans should live within their bounds, and not struggle with forces that are beyond their grasp. Frankenstein regrets his foray into natural philosophy. He wishes for à ¬the light-hearted gaiety of boyhoodà ® (92), when man did not seek to know these secrets. He laments: Alas! Why does man boast of sensibilities superior to those apparent in the brute; it only renders them more necessary beings. If our impulses were confined to hunger, thirst, and desire we might be nearly free (94). Shelley equates mans grappling with higher questions with Adam eating from the tree of knowledge. Frankenstein wanted to stop the destruction, à ¬but the apple was already eatenà ® (183). But mans knowledge is never as perfect as Gods knowledge. His presumption to know the secrets of life made him à ¬like the archangel who aspired to omnipotencechained in an eternal hellà ® (204). Frankenstein finally realizes this. He never should have presumed to create life, because the creation of life is more than the physical actà ³the order and harmony of the world can only be produced by a perfect creature. Frankenstein cries: à ¬ManÃâ€"how ignorant art thou in thy pride of wisdom! Cease; you know not what it is you sayà ® (194)! Frankenstein has finally learned his lesson. Or has he? After his excruciating pains and hardship, Frankensteins dying words are: à ¬I have myself been blasted in these hopes, yet another may succeedà ® (210). Unless Frankenstein is referring to beneficial, pragmatic scientific knowledge, then he has not yet acknowledged that man cannot know the secrets of nature. Shelley means his final words to be a warning to the reader. Mans growing ambition and intellect will render him desperate to discover the deepest mysteries of lifeà ³it is a difficult task to halt this ambition. But this ambition is greater than mans intellect. He can never know all, though he aspires to heaven. Until he realizes his limitations, the spread of science can only lead to chaos and destruction.

Self esteem issues that arise for adults who have returned to edcation Essay

Self esteem issues that arise for adults who have returned to edcation - Essay Example Adult education is a serious effort made by government and voluntary agencies to provide a platform for the adults to improve their educational qualifications. It provides them a wide option of educational curricula, designed to utilise their increased knowledge and enhanced skills so that they can better rehabilitate in their social environment and improve their job prospects. Adult education also facilitates and provides a challenging atmosphere for the people who wish to diversify and follow a career in new areas. It therefore becomes all the more important that adults who wish to further their educational qualifications, are made to feel comfortable in an academically challenged atmosphere, without any embarrassment or other such psychological impediments. We would, thus, be taking the role of self esteem of the adults, who wish to pursue education in a changed atmosphere. It is seen that adults who are intending to either resume their education or the one who embark on adult literacy for advancing their careers, are faced with multitude of psychological problems which might hinder with their fair intentions and goals. Issues of self esteem are major impediments for a smooth adult education course because adults who convince themselves for the course are still sensitive to public comments and outlooks which may frown upon or look down on their endeavours as mere whims and wastage of good money on a lost cause. The main aim and objectives of the study are to find ways and means of providing people with incentives so that adults, who have had to leave their education for one or the other reasons, are able to resume their education with fresh zeal and motivation with higher self esteem. It is equally important that due consideration be given to their status as adults who have other priorities, so that they are not forced to compromise with their self esteem and ego, and as such, it is imperative to

Marx's method can be applied to objects other than capitalism, such as Essay - 1

Marx's method can be applied to objects other than capitalism, such as nature - Essay Example nd system which they observed as the vital ‘material’ aspects in determining social system and class relations, and as well the state and the sharing of political authority. Marxism could as well be observed as a separate move towards the scrutiny of society, particularly in terms of historical progressions of transform, which has had a remarkable impact on several areas of study within the social sciences and the humanities. The Marxist scrutiny of capitalism and the situations under which capitalism go through stages of financial crisis that finally lead to social and political revolt is extremely multifaceted and is fundamentally economic in its direction. The Marxist appraisal of capitalism places meticulous stress on the responsibility of the institution of private property as the source of class exploitation and the need of employed workforce on a fortunate group of landlord. And the visualization of a future communist society hug the thought of reinstating private property by common possession for the wellbeing of all and worked out by some form of direct workers control. In this essay the application of Marx’s method on various objects ar e explained (Taylor, 1996) As a matter of fact Marxist idea has enthused studies in several areas such as art history, literature, culture studies, philosophy, historiography, and the social sciences. These influences have continued through several different tropes within Marx’s notion - the hypothesis of estrangement, the perception of confusion, the labour theory of significance, the theories of class clash and misuse, the hypothesis of the forces and dealings of production, or the assumption of the method of production. Consequently the question of Marxist method is complex: there are several areas where Marxist methods have been working, and there are lots of strings contained in Marx’s idea that have given rise to different strategies. The focus here is the methodology for the social sciences including the