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The purpose of this book is to promote discussion regarding the immersion of artificial intelligence (AI) and biotechnology into the educational and societal structures of our community by drawing upon two premises from the work of Facer and Sandford (2009), and using Frankenstein; or The Modern Prometheus (Frankenstein), as a foundation model.
The first basic premise is that the discussion of futures in education should not strive to install what Facer and Sandford describe as “definitive predictions” or outcomes but rather any discussion should consider possibilities and potential outcomes. Secondly, futuristic thinking should “aim to empower individuals and groups to make decisions…rather than…coerce them towards certain predetermined actions…” (Facer and Sandford 2009).
Frankenstein; or, The Modern Prometheus (Frankenstein), was written by Mary Shelley in 1818, during the latter years of the Industrial Revolution in Great Britain. The story is symbolic of the fear of new technology that was shaking European societies and causing cultural upheaval.
The Monster becomes symbolic of scientific interference with the creation process society in that day believed was only reserved to God. Victor Frankenstein sought out the secret of life, defying all religious and cultural boundaries, by creating The Monster. Victor would eventually spend the rest of his life pursuing his creation which had destroyed those who Victor loved most and which would ultimately cause his own destruction. As referenced above, the reference in the book’s title to Prometheus was deliberate as Shelley pictured Victor Frankenstein as “The Modern Prometheus”, pursuing the taboos of the unknown, but suffering destruction in the end.
Consider also Shelley wrote Frankenstein in 1818, at the beginning of the Industrial Age. This period of history ushered in tremendous advancements in innovative technologies that significantly impacted society and culture across the planet. New technologies were developed that enabled nations to communicate faster and with more information; the waging of war was made more destructive and far-reaching; the ability of merchants to produce clothing at less cost and at faster rates brought about the creation of corporations; and the production of food was now easier, cheaper and made available in greater quantities across larger markets; and the improvement of medical practices greatly impacted lifespan and helped in slowing the spread of disease.
The negative results, besides the increased destructiveness of weapons of war, included the replacement of humans with machines. Fewer people were needed to plant and harvest; fewer people were needed to load ships and trains with products for market; fewer people were needed thus resulting in higher unemployment, increased population, and the inability of many to obtain an adequate education.
This was the cultural background Frankenstein was born into. Victor Frankenstein was seen as a villain who introduced The Monster into society; a super-human that possessed powers and abilities that proved beyond Dr. Frankenstein’s comprehension. Only too late did Dr. Frankenstein understand the impact and lasting consequences of his creation. Only too late did he try he try and reverse the impact his creation had on society. In the end his resistance to his Monster cost him his life, yet The Monster lived on, searching for a place to flourish.
ACTIVITY: We, in 2017, are living in what may be considered another “industrial revolution”. Technology is outpacing humans’ ability to keep up. Machines are smarter and are beginning to develop their own learning patterns and behaviors. In other words, researchers have found that machines are capable of modifying or revising pre-programmed algorithms in order to learn.
Question: Explain the similarities between Dr. Frankenstein and researchers today and what unintended, or unforeseen, consequences they may have overlooked in the name of discovery.