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Area of Science:

  • Science Communication
  • Sociology of Science
  • Ethics in Science

Background:

  • Mary Shelley's "Frankenstein" (1818) is a well-known narrative exploring the consequences of creating life.
  • The "Frankenstein myth" reflects public ambivalence towards emerging science, marked by curiosity and fear.
  • This myth has evolved into a stigma attached to scientists, influencing reactions to scientific practices and artifacts.

Purpose of the Study:

  • To analyze how the Frankenstein myth functions as a stigma affecting public and scientific community perceptions.
  • To explore how this stigma influences attitudes towards scientific artifacts and research.
  • To propose that understanding this stigma can empower scientists and reshape their professional identities.

Main Methods:

  • Literary and cultural analysis of the "Frankenstein myth" and its evolution.
  • Examination of public and scientific community reactions to science and scientists.
  • Conceptual analysis of scientific stigma and its impact on professional identity.

Main Results:

  • The Frankenstein myth has become a pervasive stigma, fostering negative connotations and ambivalent reactions towards certain scientific endeavors.
  • This stigma implies that some scientific practices are inherently dangerous or harmful, affecting trust in science.
  • The stigma influences both public expectations and the scientific community's self-perception.

Conclusions:

  • Understanding the Frankenstein stigma is crucial for scientists to address biases and manage public expectations.
  • Debunking this stigma can enable scientists to more effectively communicate the ethical and moral values underpinning their research.
  • Reframing scientific identity can improve public understanding and acceptance of scientific advancements.