Frankenstien/Bladerunner Speech

Good morning teachers and students.

When two texts that stem from the same universal themes but different contexts are compared we gain a sophisticated understanding of the values being presented. The time the text was created shapes the meaning, values and significance of the text and shapes the ways in which they are received. Scientific advancement and environmental concern are common themes evident in both texts that are presented differently due to the historical context in which they we created, ultimately strengthening the responders understanding of the meaning and values presented. Mary Shelley’s novel “Frankenstein” and Ridley Scott’s Film “Bladerunner - The Director’s Cut” both successfully address the repercussions of scientific progression without a consideration for its effect on society and the environment.

A common theme that is found in both Frankenstein and Bladerunner is the pursuit of scientific knowledge or technological advancement which leads to the creation of artificial life and with this comes the consequences of playing God. As a novel Frankenstein provides an insight into the character’s thought processes. Frankenstein presents the theme of scientific advancement differently to Bladerunner due to the cultural and historical context it was written in. The dawn of the 19th century saw an end to the Enlightenment period where Galvani had only just started the fundamentals of electricity and science was only just beginning to be understood. Values of reason and logic play a prominent role in understanding the meaning and significance behind Frankenstein. Knowledge for the sake of knowledge was a clear motive evident throughout the novel, “The world to me was a secret, which I desired to discover.” Metaphorically addressing how desperately both Victor and Walton wish to understand their environment; it is an incredible secret of the highest value. Although knowledge was considered powerful Shelly demonstrates through Victor that it can also have severe consequences “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 be greater than his nature will allow.” Frankenstein was poorly received in it’s time, with the common reader finding it overly confronting in it’s pushing of scientific knowledge. However today, it is utilised as an effective warning of the dangers of pushing science and playing God. While both texts show this enthusiasm for technological or scientific advancement it is their comparison that provides understanding of the impact on society.

Bladerunner is shown to be a dystopian world that relies heavily on technology as the backbone of its society and as such encourages ambition and ultimately allows the audience to witness the consequences of technological advancements. As a film released in the 80‘s its form was very popular, the combination of a visual and realistic special effects allowed the audience to physically view an outcome of unchecked technology. Contextually the two texts differ, regarding the theme of scientific advancement. The 1980’s saw the dawn of the computer age where computers were no longer a scientific tool but now a consumer item. The technologically advanced Mayan temple that is the home to Tyrell proves that with great technological advancement comes great power and status. While Frankenstein may exhibit a thirst for knowledge and technology, the society in Bladerunner is craving technology. This craving is demonstrated in dialogue between Tyrell and a replicant. “Would you like to be upgraded? I had in mind something a little more radical.” This craving for the evolution of technology has created a severe impact on society in both texts. Frankenstein depicts a society that regards knowledge and science as an admirable pursuit but also a danger to the natural order. In contrast the society of Bladerunner has come to depend on it for survival as seen by the economic disparity throughout the film. Even social interaction has changed in the film. “I make friends. They're toys. My friends are toys” Sebastian admits that his friends are the ones he makes for himself as a genetic engineer. Sebastian’s need for social interaction when compared with the monster’s need for companionship heighten’s our understanding of technology’s social implications. Studying both texts creates a better understanding of how society can change. This ultimately leads not only to the destruction of society as we know it but the complete destruction of the natural world.

How this advancement in science and technology impacted on the environment was a specific concern, conveyed in both texts. Frankenstein was composed during the Romantic period which believed that nature did not abide to the will of man, it was unforgiving and resilient. Humans were unique creations which were not subject to scientific rules. It is in this way of creating artificial life that Shelley questions how far science will go if it remains unchecked. Nature is represented in Frankenstein as unyielding, it was all powerful and controlled the world. “The sound of the river raging among the rocks, and dashing of the waterfalls around spoke of a power mighty as Omnipotence.” This Godlike power could not and would not be tamed by man despite scientific understanding. It expresses the strength of the environment during this period. “I have murdered the lovely and the helpless.’ The monster admits to his abhorrent deeds when the victims did not deserve it. The monster as a product of science is a danger to the natural world as he has upset the natural order by killing the helpless. Frankenstein teaches the audience that the environment is unbreakable however technology can cause an unbalance in its natural workings.

In contrast Bladerunner was produced in a time of environmental concern. It was after Rachel Carson’s book, “Silent Spring” that the world began to recognise the vulnerability of the environment. Bladerunner introduces the audience to the futuristic Los Angeles with a shock. The mise-en-scène in the first frame of this dystopian world shows how humanity has developed. Fire plumes line the sky while the industrialised earth below is littered with flashing neon lights illuminating the dark dingy background. This contrast adds to noir characteristics of the film. This first frame acknowledges the fears of society where nature is no longer a dominant entity. Early on in the film the audience learns the extent of destruction via an interaction between Deckard and Rachel “Do you like our owl? It’s artificial? Of course it is.” The environment has been destroyed to the point where it is rare to find a genuine animal. Frequent high angle shots are used to show the industrial landscape as claustrophobic which promotes a strong sense of discomfort in the audience. The acid rain is also an ongoing motif that presents as a sign of pollution and environmental degradation. Comparing Bladerunner and Frankenstein allows us to develop an understanding of how the environment can disintegrate through the implications of unchecked technological advancement.

The study of both texts helps the audience gain an understanding of how technology when left unchecked can cause severe affects. Mary Shelley’s novel “Frankenstein” and Ridley Scott’s Film “Bladerunner Director’s cut” both probe many similar concepts and ideas. The influence of context on each of these texts however creates differences in meaning, significance and values. A comparison between these texts and their contexts provides the audience with a sophisticated understanding of the consequences of scientific progress without an ethical consideration for its impact on society and the environment.