Since its publication in 1818, Mary Shelley’s magnum opus "Frankenstein or The Modern Prometheus" has given rise to a wide range of readings and interpretations. A vast majority of these focus on the genre of the Gothic horror novel and the age of Romanticism, the evolution of modern science, or the correlation between creator and creation.
Other renditions are preoccupied with more concise subject matters such as the underlying feminist structure, or the relevance of Milton’s "Paradise Lost", which is frequently alluded to in the original text by Shelley. This paper serves as partial fulfilment for the completion of the seminar "Figures of Frankenstein – Mary Shelley’s novel and its afterlife", and is designed to explore the failure of education in the upbringing of Frankenstein’s monster, determining to which extent these shortcomings in education relate to the lack of female nurture.
The second chapter will establish the foundation for the exploration of the subject of education in Frankenstein by setting a framework of Romanticism and the Gothic novel as an originating genre of literature. Gender roles and emerging dominions in Romantic European societies will be surveyed in the subsequent chapter, thus providing a focused analysis of the absence of female attendance. The third chapter will contain research on educational responsibilities in the 19th century and provide an in-depth analysis of educational failure taking place in Frankenstein, both by male and female teachers. Herein, the central literary source is the novel by Mary Shelley in the original text of 1818, edited by Marilyn Butler (Oxford World’s Classics).
Table of Contents
- Introduction
- Theoretical Considerations
- Romanticism and the Gothic Novel
- Gender Roles and Dominions
- Analysis
- Educational Responsibilities
- Female Dominion
- Education of the Creature
Objectives and Key Themes
This paper examines the failure of education in the upbringing of Frankenstein's monster and explores the connection between these educational shortcomings and the lack of female nurture in Mary Shelley's novel. It analyzes the novel within the context of Romanticism and the Gothic novel, considering the societal gender roles and their impact on education during that era.
- The role of education in shaping the monster's character.
- The influence of Romanticism and Gothic literature on the novel's themes.
- The impact of 19th-century gender roles on education and female participation.
- Analysis of educational failures by both male and female figures.
- Exploration of the absence of female influence in the monster's upbringing.
Chapter Summaries
Introduction: This introductory chapter sets the stage for the paper by outlining existing interpretations of Frankenstein and establishing the paper's focus on the failure of education in the monster's upbringing, particularly concerning the absence of female nurture. It previews the structure of the paper, highlighting the planned exploration of Romanticism, Gothic literature, gender roles, and 19th-century educational practices.
Theoretical Considerations: This section establishes the literary and historical context of Shelley's novel. It examines the interplay of Romanticism and Gothic elements in Frankenstein, tracing the evolution of the Gothic novel and highlighting its exploration of existential themes. It further analyzes the restrictive gender roles prevalent in Romantic-era Europe, emphasizing the limited opportunities and societal expectations placed upon women, contrasting them with the roles and expectations of men. This chapter lays the groundwork for understanding the societal constraints influencing the characters and events within the novel.
Analysis: Educational Responsibilities: This chapter delves into the educational practices of 19th-century society, specifically examining how gender roles shaped the upbringing and education of children. The analysis uses Victor Frankenstein's upbringing as a case study, exploring the perceived shortcomings of his education and highlighting the contrasting educational experiences and opportunities afforded to Victor and Elizabeth Lavenza. The chapter examines the role of male educators and the subtle yet significant gender biases present in Victor's recollection of his youth.
Keywords
Frankenstein, Mary Shelley, Romanticism, Gothic Novel, Gender Roles, Education, 19th Century, Female Nurture, Monster, Creator, Educational Failure.
Frequently Asked Questions: Analysis of Educational Failures in Mary Shelley's *Frankenstein*
What is the main focus of this paper?
This paper examines the failure of education in the upbringing of Frankenstein's monster and explores the connection between these educational shortcomings and the lack of female nurture in Mary Shelley's novel. It analyzes the novel within the context of Romanticism and the Gothic novel, considering the societal gender roles and their impact on education during that era.
What are the key themes explored in the paper?
The key themes include the role of education in shaping the monster's character, the influence of Romanticism and Gothic literature on the novel's themes, the impact of 19th-century gender roles on education and female participation, an analysis of educational failures by both male and female figures, and an exploration of the absence of female influence in the monster's upbringing.
What is covered in the "Theoretical Considerations" chapter?
This chapter establishes the literary and historical context of Shelley's novel. It examines the interplay of Romanticism and Gothic elements in *Frankenstein*, tracing the evolution of the Gothic novel and highlighting its exploration of existential themes. It further analyzes the restrictive gender roles prevalent in Romantic-era Europe, emphasizing the limited opportunities and societal expectations placed upon women, contrasting them with the roles and expectations of men. This chapter lays the groundwork for understanding the societal constraints influencing the characters and events within the novel.
What does the "Analysis: Educational Responsibilities" chapter discuss?
This chapter delves into the educational practices of 19th-century society, specifically examining how gender roles shaped the upbringing and education of children. The analysis uses Victor Frankenstein's upbringing as a case study, exploring the perceived shortcomings of his education and highlighting the contrasting educational experiences and opportunities afforded to Victor and Elizabeth Lavenza. The chapter examines the role of male educators and the subtle yet significant gender biases present in Victor's recollection of his youth.
What is the purpose of the chapter summaries?
The chapter summaries provide concise overviews of the content and arguments presented in each section of the paper, offering a structured understanding of the analysis and its progression.
What are the keywords associated with this analysis?
The keywords include Frankenstein, Mary Shelley, Romanticism, Gothic Novel, Gender Roles, Education, 19th Century, Female Nurture, Monster, Creator, and Educational Failure.
What is the overall structure of the paper?
The paper is structured with an introduction, a section on theoretical considerations (including Romanticism and gender roles), an analysis section focusing on educational responsibilities, and a conclusion (implied through the chapter summaries). It utilizes a structured approach to explore the themes and arguments presented.
- Citation du texte
- A. V. A. Canetti (Auteur), 2016, Bringing up the Monster. The Absence of the Mother in "Frankenstein" by Mary Shelley, Munich, GRIN Verlag, https://www.grin.com/document/384346
