Introduction
Frankenstein by Mary Shelley, published in 1818, is an illustration of a classic work with intricacies that may be exploited to spur debates about developments in biomedicine that have the latency to meaningly change human life. Thoughts on the moral implications of development or scientists’ accountability for their inventions are not often accompanied by action. Students of health sciences can gain knowledge to analyze these concerns thoroughly with the assistance of the literature; fiction, particularly, can support debates on ethical standards in scientific research. In addition to its literary merits, Frankenstein has inspired scientific thought and has evolved into a contemporary myth. Its significance also resides in its contemplative tone and kind treatment of the creature created by Frankenstein. Its position in the canon is confirmed by its recognition in academic programs, as well as its presence in modern media is secured by its movie versions. Mary Shelley’s story has evolved into being regarded as a classic work. This paper aims to investigate how Mary Shelley’s Frankenstein might be used in contemporary settings to raise significant issues concerning human nature and advancement via scientific discoveries.
Bioethics Dilemmas
Shelley’s writing can be examined in light of contemporary bioethical investigative limitations as well as worries about scientific and industrial advancements, their effects on human existence, and their implications for ethical behaviour (Cambra-Badii et al. 4). Frankenstein is a useful tool for analyzing ethical dilemma in scientific experiments and vital in discussions on such issues. This myth draws focus to the dangers of uncontrolled scientific study and can provide insight into how society’s views of science and experts have changed through time. Whether intentional or not, this image is linked to ideas about the bioethical boundaries of scientific inquiry and the complexities brought on by new scientific knowledge and technological advancements. In biosciences lectures, Frankenstein can aid in igniting discourses and focusing talks on such bioethical issues.
Disclosure of Scientific Research
Frankenstein is useful in discussions regarding the secrecy of research and whether or not these scientific projects should be in the public domain to avoid the creation of unimaginable outcomes. The argument over how to create life and the propriety of “playing God” may provide a springboard for discussions about scientific aspiration and ethical obligations in the advancement of knowledge (Cambra-Badii et al. 4). Learners’ ought to understand the significance of regular assessment of research, monitoring and criticism from experienced peers and the broader population. Farther than technical and moral issues, science’s fundamental essence is to explore limits, find new ideas, and perpetrate intrusion. It’s critical to keep in mind that Frankenstein’s creation is off-limits to the public and is not disclosed to anybody.
Issues on Safeguards and Protocols
The novel can be used further to raise discussions on essential issues, such as the need for protocols and regulations in research. It might be helpful to contrast Frankenstein’s behaviours and mindset with those outlined in the most recent bioethical norms, tenets, and policies for morally sound medical research. This parallel can be useful in bioethics discourse, even if people should be wary of making moral judgments on the history predicated on contemporary ones. They can point out the areas of scientific inquiry that Frankenstein’s project failed to adequately safeguard and talk about the moral problems that biomedical advancements provide for the current and humanity’s future. Safeguards, regulations, and institutional clearances by panels trained in the dreadful instances of unethical experimentations conducted in the guise of science are utilized to prohibit dangerous scientists like Victor Frankenstein from conducting horrific scientific tests,
The Necessity of Compassion and Empathy in Healthcare Treatment and Experiments
Issues on Segregation
The novel can be used in contemporary times to raise questions about the segregation of people in society. In the story, only a blind individual attempts to nurture Frankenstein’s creation with kindness, and the creation is unable to comprehend why his maker and community disapprove of him (Cambra-Badii et al. 5). The monster exhibits emotion and communicates the need for acceptance. He expresses his yearning for the company of a being like himself, threatening to cause chaos if Dr Frankenstein does not produce a female monster to live with him and pledging to vanish in peace if he does. Dr Frankenstein has reservations about this experiment and grudgingly agrees to do it out of remorse, only to back out later (Shelley 112). The novel Frankenstein inspires discussion and reflection on biases in our community, how they may be changed, and instances in which people felt isolated from their counterparts due to discrimination or exclusion.
Empathy and Compassion
The novel may be utilized to evaluate the interaction between a doctor and a patient. The novel could be utilized to address issues regarding both empathy and compassion. Victor Frankenstein struggles to empathize with the monster and provide compassionate care for it. Exchanging ideas concerning Frankenstein’s responsibility as a scientist for the beast’s and society’s general safety can assist in comprehending this link, and studying the creature’s misery can help healthcare learners comprehend three empathetic capacities, including comprehending the circumstances in which patients find themselves, being able to convey that knowledge, and being able to utilize that knowledge to help the patient.
The work emphasizes the value of accountability, bioethics, and humane treatment in medical sciences. These topics can also spark conversations on how people perceive science and bioethics perspectives, including the feelings they arouse, their usefulness or damage, and their impacts on society. Through analyzing the various characters and circumstances in the story, these conversations are particularly crucial for demonstrating the interconnection between modern science and compassion.
Gender Ethics Issues
Authorship
The novel raises various concerns regarding gender ethic issues which have been a crucial conversation in society. Starting with its writer and the events of its publishing, Frankenstein may be employed to talk about various concerns in gender ethics in literary works and science. The second version of the book, released in 1831, was the first to include Mary Shelley as readers assumed her spouse, who had composed the introduction, was the author of the first version since it was released under an assumed name. Considering the status of women in the societal structure at the start of the 19th century, Mary Shelley struggled to demonstrate how she managed to produce a whole novel with no support. Thus, through her novel, important questions about gender equality and the need to recognize women’s achievements in science and the humanities can be raised.
Gender Roles
The novel further highlights issues surrounding gender roles in society which has been a controversial topic in the decade. It is important to consider how gender roles and representations are presented in work. The book appears to draw a boundary between two gender worlds: a male one which is intellectual, aspirational, logical, aggressive, and visible, and a feminine one, which is sensitive, submissive, and homely. It can be fascinating to analyze how the story is told via the letters of two male protagonists. In contrast, merely two writings Elizabeth sent to Victor prior to his development of the monster hint at the perspective of the female characters (Shelley 200). This is extremely relevant when educating medical students. Unlike her masculine version, the female being is not afforded the incentive to describe her suffering in a narrative. To reclaim women’s voices, health science learners might act out various situations that include the perspectives of female figures. Thus, such instances in the novel can be used to raise vital questions surrounding gender roles.
Conclusion
Health science practitioners and researchers must evaluate developments in biomedical from a cautious bioethical perspective. The quick development of innovations and their effects on people call for a thorough bioethical examination and in-depth consideration of researchers’ and healthcare workers’ obligations in their use. The humanities, particularly literature, are a potent instrument for introspection because the characters and tales enable us to talk about current issues that have previously surfaced in unrelated situations and avoid narrowing the discussion to a single present issue. The novel by Mary Shelley may be useful for delving into topics like scientific inquiry, the essence of science, and medical ethics dilemmas. This classic masterpiece is still relevant today, two centuries after it was originally published. It continues to be a useful tool for thinking about one’s and other people’s boundaries, the relationship between inquisitiveness and scientific advancement, and the role of scientists in exploration.
Works Cited
Cambra-Badii, Irene, et al. “Frankenstein; Or, the Modern Prometheus: A Classic Novel to Stimulate the Analysis of Complex Contemporary Issues in Biomedical Sciences.” BMC Medical Ethics, vol. 22, no. 1, 2021.
Shelley, Mary. Frankenstein, or the Modern Prometheus (1818). epubli, 2022.