Blade_Runner_Frankenstein

Changing values and perspectives are illustrated within Mary Shelley’s Frankenstein and Ridley Scott’s Blade Runner, as the contextually divorced nature of the two provides an insight into the paradigm shift between the two worlds. This creates a thematic continuum by which the responder can evaluate this shift. Primarily serving as cautionary tales, both are indictments of the pervading influence of science within the respective worlds, showing the composer’s grave concern about the scientific influence. The contrast in textual form reinforces the similar themes of man playing god, human identity and scientific progression, and these are all developed as a result of the composers’ respective context. Thus, through examination of the thematic continuum and the changing nature of society, its values and perspectives are illustrated. Written in 1816, Mary Shelley’s epistolary text ‘Frankenstein’ examines the way in which tampering with the natural processes of reproduction potentially threatens humanity, thereby challenging scientific development and the industrial revolution. The epistolary form is significant, as it is highly personalized, and presents Shelley’s values of family connection. As a reaction to the scientific development Shelley criticizes the pervading influence of science within her world, “in this enlightened and scientific age.” Likewise, the changing influence of the enlightenment era, where human nature was overtaken by scientific advancement is condemned, as presumptions by society are based superficially on physical appearances. Exemplified by the Romantic-enlightenment overlap, Frankenstein’s world saw an increasing focus on changing society and contrast in the natural world-aesthetic pleasure-and scientific development. Highlighted by the monster’s ‘beautiful parts’ creating a grotesque whole, this created a cultural ideological clash, showing a dynamic society. Thus, contextual influences within the text illustrate a changing society, and Shelley is able to caution her society. Similarly, Ridley Scott’s ‘Blade Runner’ produced almost 200 years after ‘Frankenstein’ examines human identity. Produced during a time of rapid scientific discovery, Scott condemns his world for its lack of compassion, expansion on the isolation that technology made the society feel. In contrast to Shelley’s textual form, Scott’s film allows for a much more fractured style, which indicates a shift between the two worlds. The multicultural nature of the film’s society, set in Los Angelos 2019, extends the growing absence of communication in Scott’s world, as much of the conversation is stalted due to the language barrier, which is again a result of textual form. Similar to ‘Frankenstain,’ the obliteration of the natural world is symbolic of science smothering humanity. Yet Scott extends this further than Shelley, and fears expressed in ‘Frankenstein’ are realized in ‘Blade Runner,’ and these fears and themes are a development of their composer’s context. Hence, the contextually divorced nature of ‘Frankenstein’ and ‘Blade Runner’ creates a thematic continuum by which changing values and perspectives over time are illustrated. Through the eyes of Dr. Victor Frankenstein the responder sees a subversion of the natural process of reproduction. The consequences of which are fatal for both the creator and the creation. As a result of his creation, Frankenstein assumes a responsibility in loco parentis, and indeed he does feel an obligation towards this monster, yet his creation is never given a name, and is referred to as ‘monster…wretch.’ This act of creation can be seen as man playing god. The allusion to the Prometheus myth in the alternate title is symbolic of man stealing the ‘spark of life.’ Likewise, in ‘Blade Runner,’ it is Doctor Eldon Tyrell who steals this ‘’spark of life,’ and through his creation of the replicant, Tyrell reduces humanity from a healthy lifestyle, to a struggling existence. However, in ‘Blade Runner,’ Tyrell abrogates himself of responsibility, ignoring Roy Batty’s cry for help from his ‘father,’ as the replicants are labeled ‘experiments, nothing more.’ This perhaps illustrates the changing nature of families between the two texts. While in ‘Frankenstein’, the creation is laid to rest and all that is left is for man to continue down this path, in ‘Blade Runner,’ the threat still exists. Thus, through the thematic continuum of man playing god, changing values and perspectives between the texts exist. Shelley’s ‘Frankenstein’ explores morality within society through the concept of what it is to be human. Through her condemnation of society Shelley seeks to understand human identity. By the monster’s scope the reader sees an image of man, and his flaws. Created in the image of man, the monster’s gregarious nature strives for humanity, indicating the way in which we as humans need society. There seems to be a stark contrast between the value placed on humanity by the composer, and within the actual novel itself. Thereby the monster is shunned, developing and questioning the concept of humanity and how we as individuals fit into this construct, as it seems merely by appearance that the monster does not belong, prompting him to cry ‘Who am I',” questioning his identity. Similarly in ‘Blade Runner,’ the replicants seek companionship. Described as ‘more human than human,’ the replicants possess perfect human traits created for a specific purpose. Paradoxically they cannot be human, and like in ‘Frankenstein,’ our sympathy is aligned with the creations, as ironically it is they who express emotion, ‘I love you.’ Through Deckard’s journey, and the replicant’s quest for humanity and identity, a moral dilemma is created, whereby it is unclear who ‘the good man’ is, and humanity is seen as an unnecessary impediment to progression, in the eyes of Tyrell. Through changes in science both composer’s worlds are left to consider what they should value. Thus, both texts, through questioning their own society and its identity, show the changing nature of their respective worlds, and their values and perspectives. Through the prominent concept of scientific progression, Shelley observes the regression of humanity. Writing as a reaction to the industrial revolution Shelley shows science’s capacity to blind us morally, and through Frankensein’s insatiable thirst for knowledge, we see how dangerous the ‘acquirement of knowledge’ is. This reaction against the industrial revolution condemns the way in which scientific advances overtook human nature, at all costs. Likewise, in ‘Blade Runner,’ scientific progression coincides with the regression of humanity. Tyrell pursues science as the reason for existence, and highlighted by his large glasses-showing lack of foresight-other consequences are not considered. Utilising a changing zeitgeist due to scientific development, Scott cautions a world eager to explore the ‘future.’ Thus, similar within the text of scientific progression, indicate a paradigmatic shift. Both Shelley and Scott warn against a rise in the pursual of science and the thematic continuum shows shifting values and perspectives over time. Through the contextually divorced nature of the two texts, the changing nature of society is shown. Examination of the similar themes of man playing god, human identity and scientific development, illustrates, changing values and perspectives over time.