These questions continually recurred, but I was unable to solve them” (91).In “Teaching the Monster: Frankenstein and Critical Thinking,” Melissa Bloom Bissonette, a professor of theater, discusses how she uses Frankenstein as an educational tool in the creation of critical thinking.Consider for instance the following lines spoken by Frankenstein’s monster; in these lines I think we get an idea as to what the monster really learns by studying the humanities: As I read, however, I applied much personally to my own feelings and condition.
These questions continually recurred, but I was unable to solve them” (91).In “Teaching the Monster: Frankenstein and Critical Thinking,” Melissa Bloom Bissonette, a professor of theater, discusses how she uses Frankenstein as an educational tool in the creation of critical thinking.Consider for instance the following lines spoken by Frankenstein’s monster; in these lines I think we get an idea as to what the monster really learns by studying the humanities: As I read, however, I applied much personally to my own feelings and condition.Tags: Ending Essay With A QuoteBiographical Essay RubricEssays On Multiple PersonalitiesOpening A New Restaurant Business PlanHow To Write A Conclusion For EssayExample Of Methodology In Research ProposalPersonal Income Statement FormLined Writing Paper With BorderGood Thesis StatmentsOptimization Techniques For Solving Complex Problems
As she puts it, “In entertaining humanist fantasies, the monster forgets his corporeally and nominally indeterminate status: the community of letters presupposes a human community, and the humanities presuppose humans.One of the more remarkable points I find in Mary Shelley’s Frankenstein is when the monster, watching cottagers and their daily lives, stumbles upon books and reads these texts in an effort to make himself more “human.” The monster, a creation of scientific experimentation and not human by birth, seeks to become more human, more acceptable, and more understood. In fact, I am particularly struck by how ’s monster could become an example for up-and-coming college students who, quite lost in the modern university, could discover themselves and learn about their own humanity through significant study in the humanities.Indeed, the questions he asks of himself are central to the core of human self-understanding. The monster, feeling un-human (and quite honestly he really is) turns to the humanities to become a more functioning member of European society. He finds some answers in reading the classics of literature.In reading Milton’s masterpiece, the creature realizes his position as part of a creation: “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. Now, while the monster finds himself particularly troubled by reading Milton, his reading is not a total loss. As Burkett suggests, “Having ‘continually studied and exercised [his] mind’ upon Paradise Lost, Plutarch’s Lives, and the Sorrows of Werter—not to mention Victor’s own journal of his creation—the creature has become a wise and deeply self-conscious subject” (594).He had come forth from the hands of God a perfect creature [. Indeed, all of his reading manifests in itself a very pertinent lesson for teachers of higher education and beyond, for it is through this reading that the creature realizes his position in the world. Putting this question aside for the moment, I would like to turn to Andrew Burkett’s wonderful essay “Mediating Monstrosity: Media, Information, and Mary Shelley’s Frankenstein.” In this essay, Burkett mentions that “the text’s themes and structures themselves generate, if not beg for [. Such wisdom and self-consciousness seems to me to be precisely what we expect of our students. Of course, not everyone agrees with my assessment of the lesson of the humanities in Mary Shelley’s masterwork.Studying the effect of the Frankenstein story on students (referring quite often both to the novel itself and film adaptations of the text), Bissonette discusses the natural sympathy students reserve for the monstrous creation of Victor Frankenstein. It is that connection that I encourage us to exploit in this essay.She notices that, “Armed with good-hearted native sympathy, students are quick to find parallels in our world” (108). If students can find sympathy with the monster, perhaps too they can learn with and from the monster, and become not only better students, but also students who are, in a world where this is ever decreasing, well-versed in the humanities.Shelley promotes individual thought, and the monster’s knowledge gained by reading core texts in the humanities enables him to understand, at the very least, his position in the world. Each essay assignment, each argument, is an opportunity to promote individuality and self-development.We insist upon this in our classrooms, and our reading of Frankenstein can help to promote this in our students. What the monster finds in his reading is just that.Everyone has heard of the demise of the humanities, so I will not need to address this here; armed with this knowledge, however, couldn’t we look to Frankenstein as an example of what we can do with literature and the humanities to give students a greater understanding of themselves as human, social, political, and independent subjects in a widely democratic nation and world where self- consciousness becomes an essential tool for negotiating an increasingly political climate? While we disagree on fundamental levels, I admire Maureen Noelle Mc Lane’s splendid essay “Literate Species: Populations, ‘Humanities,’ and Frankenstein.” For Mc Lane, Shelley’s novel is a one of “pedagogic failure” (959).As she puts it, the novel exhibits “specifically a failure in the promise of the humanities, in letters as a route to humanization” (959).