by Mary Shelley’s book Frankenstein, as the first gothic romantic novel, has evoked long-lasting effects on people’s perception of science and nature over 200 years. The family, society, and isolation were discussed, and crossing boundaries in science is also explored over time. In contemporary society, Frankenstein still contributes significantly to questions regarding science and technology. Specifically, the book Frankenstein carries the potential considerations regarding individuals’ responsibilities in science and technology, the control or limitation of scientific development, and ethics education in science and technology. I support more discussion and development regarding these science-related contemplations among people, as they ensure the symbiotic relationship between us and science and technology.
Individuals’ responsibilities regarding inventions in science and technology are hidden in lines in the novel Frankenstein.
According to Josephine Johnston, Victor Frankenstein’s biggest fault is the failure to contemplate the “repercussions of his work (203).” Specifically, Frankenstein never considered his responsibility regarding his scientific exploration comprehensively. The only thing he envisioned was the power to “bring the dead back to life (203).” Frankenstein never thought about dealing with that power’s future, which is the evidence of Frankenstein’s ignorance of his responsibility for science and technology. However, considering one’s responsibility about creation in science and technology is crucial since responsibility could be deemed the first defense to fight against the ruthless encroachment of people’s natural rights in society. Suppose Frankenstein thought about the danger of bringing life to a body before finalizing everything. In that case, he might realize his burden to constrain his invention’s influence, thus preventing the series of tragedies for him and others. Thus, Frankenstein’s failure to realize his responsibility, which led to pains and tragedies in the novel, effectively conveys the significance of one’s responsibilities in science and technology.
Besides, the book sheds light on the control of science and technology, which stimulates people’s consideration regarding scientific and technological applications’ control in society.
In the novel, Frankenstein could not handle and control the creature after his success. Such an outcome stems from Frankenstein’s disregard of the capability to control the obtained power when facing the alluring potential accomplishment and fame. As Heather E. Douglas states, “technical sweetness can blind [scientists] to the need to reflect on the implications of their work (251).” Before going further into the research, Frankenstein did not consider possible controls to ensure the project’s safety in society, which ultimately made his exploration into a dangerous, deviated path. Simply put, the vacancy of control for science contributed to the guilt and failure of Frankenstein in the novel. Thus, the establishment of codes to contain dangerous development in science and technology is a critical lesson that Frankenstein’s experience teaches us.
Additionally, He Jiankui’s genetic editing twins’ experiment is another evidence to emphasize the importance of establishing controls for cutting-edge science and technology. He’s genetic editing might introduce harm to the community since CRISPR might alter not only human beings as a biological species (by changing genes in the genetic pool) but also promote the crazy pursuit of a particular group of people’s superior capability in society, resulting in the devastating destruction of social order and equality. Thankfully, the existing code to contain such dangerous advancements in society stops the crazy project in a relatively safe position. Thus, controls’ vital function for scientific development in contemporary society, as conveyed by Shelley’s novel, is revealed.
Furthermore, the importance of education and ethical development is indicated by Victor Frankenstein’s and some historical figures’ ignorance of scientific ethics altogether.
Frankenstein’s lack of conception about scientific ethnics in the book is shown by his carelessness during the pursuit to create a human being: “unrestrained by cowardice and carelessness, Victor pursues his inquiries obsessively (226)” From Shelley’s descriptions, one would discover Frankenstein’s lack of understanding of the ethics behind scientific and technological development, which becomes the bane of his subsequent series of irresponsible actions that led to the tragedy of his life eventually. Thus, Frankenstein’s story reflects the necessity of education about scientific ethics for individuals in society, especially in the current society with flourish scientific and technological advancement, to prevent such tragic outcomes from harming the world’s communities.
Similarly, Shelley’s implicit suggestion about scientific ethics education is more explicit when supported by some scientists’ crimes during World War II, which are caused by the lack of education and understanding of scientific ethics. For instance, physician Josef Mengele led the program that turned about 3000 twins at Auschwitz-Birkenau “to disease, disfigurement and torture under the guise of medical “research” into illness, human endurance and more (Blakemore).” Such ruthless scientific researches were conducted because of these Frankenstein-like scientists’ ignorance about medical and scientific ethics. Without compassion and ethical consideration in mind, those extraordinary scientists brought pain to people, which correspond to the death of innocent people around Frankenstein in the novel. As a result, the necessity of understanding scientific ethics is vital for the scientific community, which is supported by Shelley’s novel and historical facts collectively.
The novel Frankenstein provides people with a platform to think beyond the formidable dangers hidden behind the sugarcoating of the scientific and technological accomplishments, especially about the responsibilities, reasonable controls, and ethics about the powerful knowledge and tools that emerged from the development. They are indeed compelling and intriguing for every individual in society to think about. Honestly, these factors are supposed to be frequently visited by people in current society, given that everyone now has intimate relationships with science and technology. As members of the scientific and technology-developed society, it would be beneficial to consider the significance of the responsibility, control, and ethics of science and technology.
Literature Cited
Blakemore, Erin. “Why the Nazis Were Obsessed With Twins.” History.com, A&E Television Networks, 8 July 2019, www.history.com/news/nazi-twin-experiments-mengele-eugenics.
Shelley, Mary Wollstonecraft. Frankenstein: Annotated for Scientists, Engineers, and Creators of All Kinds. Edited by David H. Guston et al., The MIT Press, 2017.