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The Isolated Learner: Relational Absence and Humanistic Education in Frankenstein
CHANG Shu-yuan, ZENG Hao
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DOI:10.17265/2159-5836/2026.04.002
Zhaoqing University, Zhaoqing, China
Mary Shelley’s Frankenstein is most commonly read as a tale of scientific transgression, yet the creature’s trajectory reveals a profound educational dimension. This paper applies Carl Rogers’ humanistic education theory to reexamine the creature as a learner whose development unfolds in the absence of relational support. Although he acquires language, moral awareness, and reflective capacity, his learning fails to achieve psychological integration. Drawing on Rogers’ three facilitative conditions, this study argues that the creature’s tragedy stems not from cognitive deficiency, but from the sustained absence of empathy, recognition, and unconditional positive regard. Frankenstein thus anticipates a central insight of humanistic education: Knowledge divorced from relational response may deepen alienation rather than foster wholeness.
Frankenstein, humanistic education, Carl Rogers, relational absence, learner development
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