English Sample Thesis

Topics: Blade Runner, Replicant, Morality Pages: 5 (1604 words) Published: July 30, 2011
Sample Thesis: Such universal values explored in Frankenstein and Blade Runner do not change over time, it is merely our perceptions The dangers of knowledge and science in the hands of flawed and short-sighted humans Frankenstein

* 19th Century = Age of enlightenment, Romanticism,
* Shelley points out the dangers of man’s obsession with immortality and how it blinds Frankenstein of his morals * Throughout Frankenstein, the reader is left with the feeling that Victor's obsessive desire to defeat nature, through the creation of another life, directly led to the many tragedies that befell him, "Learn from me, if not by my precept, at least by my example, how dangerous is the acquirement of knowledge, and how much happier that man is who believes his native town to be the world, than he who aspires to become greater than his nature will allow." * Victor – Idyllic Childhood Romanticism/nature

* Obsession with

Collapse of morality and humanity to the point where the definition of what it means to be human is not defined "Life, although it may only be an accumulation of anguish, is dear to me, and I will defend it.." (pg 100)

Questions about the ambivalent nature of Batty’s role within the film are again raised by his final battle with Deckard. On a physical level Batty is far superior to the Blade Runner - indeed his fair colouring almost mimics the Aryan ideal of a ‘superhuman’. However, as Deckard hangs off the edge of the building, Batty chooses to save his life and gives him his hand. This one deliberate act, done in the full knowledge of his own approaching death adds an element of tragic poignancy to the scene, further complicating the notion of the archetypal ‘villain’.

Frankenstein and Blade Runner deal with similar content but in very different ways

Due to their difference in context, Mary Shelley’s novel Frankenstein and Ridley Scott’s film Blade Runner convey similar timeless values in very different ways. Both composers critique society’s pursuit for knowledge and scientific development by questioning man’s right to play god. The collapse in morality of man is also pointed out as society is becoming increasingly governed by materialism to the extent where the definition of what it means to be human is superficial.

The never ending pursuit for knowledge and scientific advancement is critiqued by Shelley in Frankenstein as she shows us the dangerous consequences of man’s attempt to play god. Walton’s longing for the “country of eternal light” represents the ideals of the Age of Enlightenment, with the light symbolising knowledge and the optimistic tone representing eighteenth-century scientific rationalists’ trust in knowledge as a pure good. It is this value that Shelley challenges through Frankenstein’s pursuit of the secret of life and ultimately, the creation of the monster. His thirst for power is revealed through his [insert language technique here], “a new species would bless me as its creator and source” which ultimately blinds him into an obsession to play God. Frankenstein’s cautionary tone as he warns Walton of “how dangerous is the acquirement of knowledge and how much happier that man is who believes his native town to be the world, than he who aspires to become greater than his nature will allow”, demonstrates to us the values of Romanticism in the eighteenth century, where one’s bond with nature will lead to a happiness unattainable by knowledge. Shelley also questions man’s challenging of the religious paradigm of the time, where life was a God given quality, by showing us the devastating effects of playing god through Frankenstein’s realisation of his actions as the monster comes to life, “the beauty of the dream vanished, and breathless horror and disgust filled my heart”. Imagery is used to highlight the beauty with which Frankenstein saw science, but also the encroachment and ugliness of the monster, which in itself, is an extended metaphor for...
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