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Science has evolved greatly with the dynamics surrounding mankind. Science is viewed as an essential tool in the life mankind. Mainly science is viewed as an avenue through which the livelihood of humankind is made easier. Arguments and discussions have occurred throughout history on whether science has been a benefit or destruction to human life. Among the discussion put forward are done by Mary Shelley in her novel Frankenstein and Ridley Scott in his work Blade Runner (Matrix Education). The discussion establishes whether humanity has faced misery and destruction because of mankind’s scientific knowledge. This will be discussed through, one, the influence of technology to the authors work. Two, the consequences of using technology and finally, will be the limitation of technology in humanity.


Various authors have contributed significantly to the issue of scientific contribution to the human life. Some have greatly argued that science has played a crucial part humanity existence. They argue that innovations have improved the life expectancy of a man through proper nutrition and medication. Also, the authors indicate that science has enabled connectivity among mankind. Connectivity is viewed as an essential thing for humans’ coexistence. On the other hand, scientific innovations are viewed as the machine that has led to erosion of the humanity fabric (Matrix Education).

More importantly, Mary Shelley’s novel, Frankenstein and Ridley Scott’s film, Blade Runner have addressed how science and technological innovation have caused humanity deterioration. However, differences occur in periods that these authors addressed. The difference in the time periods brought about varying contextual influences. The two works are approximately two centuries apart, but they offer the same themes and address similar concerns. However, notable differences are evident from the two genres (Dramatica).

The overall theme of the two genres is how science has influenced the life and death of humanity. The two authors establish how scientific advancements have and will affect the molarity of humanity (Ruston). Although there is a similar overall outlook of these two genres, significant differences occur. First, the differences occur on how the technology advancement influenced the two authors. Shelley’s novel indicates how technology and scientific experimentation led to the shifting of the romantic ideals of mankind and nature. Shelley portrays how man aims at displace God (Ruston). This effort is seen in the context through the allusion that, “I collected the instruments of life … I might infuse a spark of being into the lifeless thing.” According to the author, this element of creating life, although used metaphorically, is against the fabric of nature. Additionally, technology lead to rejection the Romantic perception that man was defined by their ability to feel. On the other hand, Scott illustrates how science corrupts humanity. The film is based on highly industrialized city (Blade Runner). The city depicted a capitalist economic structure (Dramatica). The various manners in which technology would be applied led to the dehumanization of man. For instance, Scott shows how technology results to invasion privacy through the private home and streams of line penetrate through the windows scenes (Philosophical Films).

Secondly, another difference is depicted on the consequences of using technology. Technology, according to Shelley’s Frankenstein, increases the humans yearn for forbidden knowledge. In the text Plutarch’s states that, “I felt the greatest ardour for virtue rise within me.” As a consequence mankind is degraded to an animal-like creature (Shelley, Ruston). “Once my fancy was soothed with dreams of virtue and fame… now crime has degraded me beneath the meanest of animal.” On the other hand, the consequences, as portrayed by Scott, are a bit different. Although, there is a loss of emotions and empathy under Shelley’s Frankenstein, humans are viewed only as resources or numbers. This degradation is attributed to the fact that under Scott context, everyone was obsessed with wealth and profit maximization (Blade Runner, Philosophical Films). Tyrell shows Roy as a material thing to own but not as a son. This is evident from Tyrell statement to Roy that “The light that burns twice as bright burns half as long… You are the Prodigal Son… Quite the prize.”

Additionally, the two authors establish the limitation of man in their existence. In Frankenstein, Shelley indicates the dangers of exceeding the human limits. Her text indicates that zeal, to attain the forbidden knowledge, has a limitation to mankind (Shelley). She uses a metamorphic example to explain this limit, which states, “Isaac Newton felt like a child picking up shells besides the great and unexplored ocean of truth.” Shelley indicates that man surpassed the limits, but the consequences were severe (Ruston). She gives an example of victor who states that, “Destruction and infallible misery. Learn from me, by my example…how dangerous is the acquirement of knowledge…to become greater than nature will allow.” This indicates the severity of the punishment that mankind faces in the event of breaking this limits. On the other hand, Scott shows Tyrell as a powerful being, almost like a super natural being. Tyrell is portrayed as the destroyer of the world, due to his main goal that aims for commercial success, who had no regard for anyone on his way (Blade Runner). However, while playing chess with Roy, he is defeated as the game requires strategy and control. In effect, Tyrell, while explaining his failure, states that, “Death? Well, I’m afraid that’s a little out of my jurisdiction.” This statement made by Tyrell indicates that he has limits as a creator (Philosophical Films).


Technology innovations and science can result in severe consequences to mankind. The exploration of science by mankind has resulted in significant degradation of humanity. This deterioration is well shown in the Mary Shelley’s novel, Frankenstein and Ridley Scott’s film. However, there are differences in the manner in which these genres address this important theme (Matrix Education).

Works Cited

Blade Runner. Ridley Scott, 1982. film.

Dramatica,. ‘Blade Runner – Analysis – Dramatica’. N.p., 2015. Web. 13 Jan. 2015.

Matrix Education,. ‘Frankenstein & Blade Runner Comparative Analysis – Matrix Education’. Matrix Education. N.p., 2012. Web. 13 Jan. 2015.

Philosophical Films,. ‘Blade Runner (Philosophical Films)’. N.p., 2015. Web. 13 Jan. 2015.

Ruston, Sharon. ‘The Science Of Life And Death In Mary Shelley’S Frankenstein – See More At: Http://Www.Bl.Uk/Romantics-And-Victorians/Articles/The-Science-Of-Life-And-Death-In-Mary-Shelleys-Frankenstein#Sthash.10Ftwbrp.Dpuf’. British Library (2013): n. pag. Web. 13 Jan. 2015.

Shelley, Mary. Frankenstein. 1818. Print.


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