Strangers and Orphans
Knowledge and mutuality in Mary Shelley’s Frankenstein
Bibliographic Data
| ID | 8858188 |
|---|---|
| Authors | Claudia Rozas Gómez (a School of Critical Studies , The University of Auckland, corresponding author) |
| Year | 2012 |
| Volume | 45 |
| Issue | 4 |
| Pages | 360-370 |
| Publication date | 2012-09-28 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2012.718152 |
| OpenAlex | W2058200580 |
| Language | EN |
| Citations received | 5 |
| References cited | 10 |
Paulo Freire consistently upheld humanization and mutuality as educational ideals. This article argues that conceptualizations of knowledge and how knowledge is sought and produced play a role in fostering humanization and mutuality in educational contexts. Drawing on Mary Shelley’s novel Frankenstein, this article focuses on the two central characters who ‘ardently’ pursue knowledge at all costs. It will be argued that the text suggests two possible outcomes from the pursuit of knowledge. One is mutuality; the other is social disconnectedness
Epistemology · Psychoanalysis · Sociology · Critical and Liberation Pedagogy · Educational Philosophies and Pedagogies · Historical Education Studies Worldwide · Philosophy · Psychology
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2016 - 2022 (7) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |