How 'Frankenstein' was turned into a woke parable — and missed the real horror



Although there has been a long slew of adaptations, parodies, and spin-offs of "Frankenstein," many fans of Mary Shelley’s famous novel were looking forward to the newest iteration by Guillermo del Toro, which just came out.

In the age of AI, gene therapy, and the modern aversion to death, the story of a scientist who gives life to a creature of his own design naturally resonates with most people. Moreover, a director who is known for his ability to craft fantastical narratives, gothic settings, and unworldly monsters seemed like the perfect fit for such a story.

What could have been a story of redemption and radical love is turned into one of violent horror and unavoidable tragedy.

But with such a tale from such a director at such a time, there was also a good chance the whole film could become an overwrought piece of woke propaganda. Would del Toro stay faithful to the source material, or would he indulge his worst tendencies and recreate "The Shape of Water" with Shelley’s basic premise?

Sadly, he opted for the latter.

Woke makeover

While showing his usual visual flare, del Toro and his writers nonetheless succumbed to transforming the romantic tale of man’s excesses and consequent fall from grace into a woke narrative of a marginalized victim suffering from an oppressive father figure. The monster is not a hideous abomination that goes on a killing spree to spite his creator, but is rather a misunderstood, sensitive outcast who deserves sympathy.

It is his creator, Victor Frankenstein, who is the real monster: Not only does he abuse his own creature, but he murders multiple people and lies about it.

In fairness to del Toro, he probably planned out the film a few years ago when such a script happily aligned with the woke spirit of the time. And he did win an Oscar for "The Shape of Water," so he can’t be blamed too much for returning to the same formula. How was he supposed to know that this would all become tedious and unfashionable in 2025?

And yet for all that, it's wrong to assume that the original novel lacked these themes entirely.

Original intent

While most fans and critics examine the science-fiction elements of the novel and the Promethean allegory of man’s creation running amok, an honest reading would show that the novel is first and foremost a Romanticist manifesto. The main character is neither Victor nor his creation but the Swiss Alps that provide the backdrop of every scene, monologue, and conversation. The main conflict is not Victor attempting to stop his monster from terrorizing his friends and family, but finding meaning and unadulterated joy in the world rendered cold and dull by Enlightenment philosophy.

Most importantly, the book’s main argument is the problem of loneliness and how it animates humanity’s darkest impulses. The movie actually deals with this idea somewhat, though the novel is fully based on it.

How else should the reader make sense of all three of the main characters (besides the Alps), who all suffer from profound loneliness? The first character to appear in the book is the ambitious explorer and scientist Robert Walton, who attempts to go to the North Pole. Besides detailing his progress to his sister in a series of letters, he also mentions his lack of a friend. This leads him to immediately take interest in the Swiss scientist Victor Frankenstein, who just happens to be in the Arctic, searching for his monster.

Frankenstein, in turn, also reveals his own introverted nature and consequent desolation.

RELATED: How Disney butchered 'Snow White' — and it's worse than just wokeness

Manuel Velasquez/Getty Images

Even though he has good friends, a loving father, encouraging teachers, and a bride waiting for him, Frankenstein seems to reject their company. Either he feels unworthy of such friends, especially after the mayhem inflicted by his monster, or he desires full control in his relationships.

More than anything, this antisocial stance seems to be the main inspiration for creating his monster. Even though many naturally assume he was driven by glory, power, and morbid curiosity, Shelley hardly mentions any of that. Instead she details Victor’s loving upbringing and beautiful surroundings, only to have him forget all this and conduct a weird experiment of bringing a monster to life.

Then, of course, there is the monster himself, who is quite open about his loneliness and resorts to terror to have a companion. Abandoned by Victor, the creature roams the countryside, fruitlessly searching for a human being who can stand to befriend him. Long story short, this doesn’t happen, so he takes revenge on Victor for putting him in this situation.

Alone, we break

Read through the prism of loneliness, the novel makes a surprisingly compelling case not only for cultivating friendship but also for the kind of dysfunction that results from the lack thereof.

This is especially pertinent for audiences today who are forced to cope with the mass atomization of modern life.

In terms of their social life, most young people in the developed world often resemble Robert Walton, Victor Frankenstein, Frankenstein’s monster, or some combination thereof. They feel misunderstood, have few outlets for their thoughts and emotions, and respond in similar ways to the characters: They seek internet fame, indulge in darker temptations, and even lash out against a world that seems to reject them.

Much like the literary critics and adaptors who miss this larger theme in their analysis of the smaller ones that result, today's social commentators who remark on the pathologies of the youth do the same.

At the heart of all this dysfunction is loneliness. And behind the social crisis lies a spiritual crisis.

Had Frankenstein abided by Christian teaching, he would accept his limitations and work to overcome his personal misgivings of befriending and serving others. Instead of trying to build a companion for the monster, only to dismantle it in a fit of rage, Victor could have loved his creation, much as God does. Instead of the monster basing his morality on Goethe, Plutarch, and Milton — which all promote epic struggles and titanic egos — he could have picked up the much more available (and readable) Gospels, which stress forgiveness and humility.

Then again, this is Mary Shelley’s story, and she was far from a devout Christian. Similarly, del Toro is also an atheist and likely shares the same outlook on the Christian demands of friendship, virtue, and human creativity.

What could have been a story of redemption and radical love is turned into one of violent horror and unavoidable tragedy.

Created for fellowship

Still, even if such Romantic secular humanism makes for better dramatic tension and suspense, it elides the deeper truth that comes out of the story: Man is not meant to be alone.

Victor’s real crime was not his ambition or curiosity but forsaking everyone around him. It wasn’t an abusive father that led him to this (as the new film suggests) but his willful ignorance of the Father in Heaven. As such, he creates a personal hell with its very own devil.

Even if Shelley and del Toro miss this point, readers and audiences should take heed and confront the problems of loneliness and nihilism in the world around them.

'The Naked Gun' creator David Zucker bashes 'frightened' Hollywood elites



Legendary "Airplane!" director David Zucker has a theory about why today's movies are flopping so badly — and the folks in charge aren't going to like it.

"The studios are very frightened people afraid to take risks," the director told Align, stroking his chin. "I wrote an article ... about the 9% rule. There's 9% of people who just don't have a sense of humor. There's like zero sense of humor. So the studios are being guided by those people."

'There's 9% of people who just don't have a sense of humor.'

According to Zucker — whose cinematic pedigree includes comedies like "The Naked Gun," "BASEketball," and "Top Secret!" — cancel culture is still alive and well in the film biz, pushed by overly cautious studio brass.

Cracked rearview

"It's like driving looking through the rearview mirror," Zucker said — an attitude that leads to unfunny films that repackage old ideas with jokes that don't land.

Zucker didn't have to look far to find an example: the recent "The Naked Gun" reboot, which went ahead without his involvement.

RELATED: 'Trey didn't have a car': 'Airplane!' director David Zucker on humble origins of 'South Park' empire

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Blocked calls

Zucker recalled the confusion he felt when he learned Paramount had no intention of consulting him on "The Naked Gun" reboot, despite having pages upon pages of jokes already written. Instead, the studio went with "Family Guy" creator Seth MacFarlane, who came in and took over.

Zucker attempted to explained the debacle:

"I'm excluded from it. I called him. He didn't return my calls, refused to meet with me. So I don't know. I don't know what's going on, but that's Hollywood."

Still he said MacFarlane did contact him after the movie finished production and spent "10 minutes just telling me how much he idolized [my movies], hard to get mad at a guy who keeps telling you what a genius you are."

'Painful' viewing

Despite all the flattery, Zucker said he had no intentions of ever seeing the new version of "The Naked Gun," recalling his experience watching "Airplane II: The Sequel," with which he also had no involvement.

"If your daughter became a prostitute, would you go watch her work?" he asked. "So you know, it's painful. It would be painful to sit through. It's somebody else doing our movie, and they don't know what they're doing."

RELATED: 'The Naked Gun' remake is laugh-out-loud funny? Surely, you can't be serious

(L-R) Seth MacFarlane, Pamela Anderson, and Liam Neeson attend 'The Naked Gun' New York Premiere on July 28, 2025. Photo by Arturo Holmes/WireImage

In Zucker's view, Hollywood's risk-averse approach is especially obvious in comedies. "If you do a comedy that's not funny, you can't hide," he noted, adding that the new "The Naked Gun" "must have been excruciating to sit through."

It's safe to say Zucker won't be lining up for the upcoming "Spaceballs" reboot either. Not that he was a huge fan of the 1987 original, which he dismissed as "an attempt to copy 'Airplane!'"

"You can't do stuff that's 10, 20 years old ... puns [that] were fresh in 1982," he laughed.

As for his own movies, Zucker said he hopes to advance the pun-filled, slapstick comedy genre he helped popularize — with his next project offering a fresh, humorous spin on film noir.

Woke lecturer cries 'white supremacy' after MAGA-racist smear doesn't go as planned



A nose-ringed Indiana University lecturer is accusing the university of racism for investigating her in-class smear of MAGA as racist.

During a press conference held on Friday by the local chapter of the American Association of University Professors, IU School of Social Work lecturer Jessica Adams claimed that she was barred last month from teaching a "Diversity, Human Rights, and Social Justice" master's class and from contacting her students after a student filed a complaint over her use of a graphic that suggested "Make America Great Again" is a form of "covert white supremacy."

'I feel like white supremacy is actually on full display in the way that my case has been handled.'

According to the graphic Adams provided to the Indianapolis Star, "Make America Great Again" is a form of "socially acceptable" and "covert" white supremacy.

The following are also listed as forms of "covert white supremacy" on Adams' pyramid:

  • "Bootstrap Theory," the idea that individuals can achieve success through their own efforts;
  • anti-immigration policies;
  • paternalism;
  • "Euro-centric Curriculum";
  • "English-only Initiatives";
  • police killing non-whites;
  • "Denial of White Privilege";
  • "Denial of Racism";
  • celebrating Columbus Day;
  • "Fearing People of Color";
  • "Expecting POC to Teach White People";
  • colorblindness; and
  • the assertion that "we're just one human family."

The placement of the different forms of "white supremacy" in the critical race theory pyramid is intended to signal their severity. "Make America Great Again" is located just below the line that separates "covert white supremacy" from "overt white supremacy" — a category that includes neo-Nazis, cross burnings, lynchings, and the KKK.

RELATED: Coddled Harvard students cry after dean exposes grade inflation, 'relaxed' standards

Trump supporter at a rally in Evansville, Indiana. Photo by Michael B. Thomas/Getty Images.

Adams claimed that while a student had initially complained about the leftist propaganda to Indiana Republican Sen. Jim Banks' office, the formal complaint was ultimately filed by her dean, Kalea Benner, who allegedly accused Adams of presenting "biased information as fact."

Evidencing her ideological blinders and apparent antipathy for the school's administration, Adams, who appears to be white, suggested that the dean of the IU School of Social Work was a racist for questioning the factual nature of the pyramid, stating, "I feel that the assumption that it is not evidence based is rooted in white supremacist ideology. I feel like it's very much rooted in the assumption that the experiences and the voices of minoritized populations, individuals, communities are not valid. And so I feel like white supremacy is actually on full display in the way that my case has been handled."

Adams suggested further the critical race theory pyramid was credible since it is used by leftist organizations such as the National Education Association "as a tool for anti-racist and anti-oppressive education."

A letter from IU administrators indicated the woke lecturer potentially violated Indiana's intellectual diversity law, reported the Star.

Indiana Republicans passed legislation last year aimed at cultivating intellectual diversity on campuses and in classrooms.

Under Senate Enrolled Act 202, professors and other faculty members at state educational institutions are expected not only to foster a culture of free inquiry and free expression inside the classroom but to refrain from subjecting students "to political or ideological views and opinions that are unrelated to the faculty member's academic discipline or assigned course of instruction."

Adams has suggested, however, that she was teaching within her discipline and the scope of the course.

"I was asked to teach on structural racism, and as you teach on structural racism in the United States, you cannot not discuss white supremacy," Adams said during Friday's press conference. "It is the ideology that emboldens racist behavior."

While reportedly removed from the one class, Adams continues to teach three other courses at the university.

Under the IU code, a faculty member could face various disciplinary sanctions, including a written reprimand, a probationary period, a temporary suspension without pay, termination of employment, and/or immediate dismissal.

Banks' office did not respond to a request for comment from Blaze News.

IU spokesman Mark Bode told WFIU Public Radio that the university does not comment on personnel matters.

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Maryland school district allegedly indoctrinates 7th graders about gender: 'Girl, boy, both or neither'



A middle school lesson is reportedly promoting the idea of "gender identity" and being "assigned" sex at birth.

Montgomery County Public Schools in Maryland allegedly has an assignment designed for grade-seven students that pulls directly from pro-transgender sources.

'Embrace family diversity, create LGBTQ+ and gender inclusive schools.'

The alleged assignment, provided to Defending Education, asks students to match a list of terms with a list of possible definitions. The terms are "sex assigned at birth," "gender identity," "transgender," "gender expression," and "cisgender."

One of the definitions allegedly given refers to a person's "internal sense of being male, female, or transgender," further explaining that is "how you feel. Girl, boy, both or neither."

Another definition refers to an "individual's presentation," which includes appearance and clothing as they relate to how the individual communicates "aspects of gender or gender role," according to a screenshot on Defending Education's site.

A person's sex is also referred to as what "doctors/midwives" assign to someone when they are born, while gender identity is "how you feel," the alleged exercise indicated.

Four of the definitions directly cite a program from the Human Rights Campaign, an organization that promotes transgender surgery and hormone therapy for children.

RELATED: Indiana sues woke school district that allegedly tried to prevent illegal alien from self-deporting with his kid

— (@)

The lesson references WelcomingSchools.org, which describes itself as the "most comprehensive bias-based bullying prevention program" in the United States, meant to provide "LGBTQ+ and gender inclusive professional development training, lesson plans, booklists and resources" for educators who have access to children.

"We uplift school communities with critical tools to embrace family diversity, create LGBTQ+ and gender inclusive schools, prevent bias-based bullying, and support transgender and non-binary students," the website says.

Erika Sanzi, senior director of communications for Defending Education, told Blaze News in a statement that the apparent vocabulary lesson requires students to "buy into an ideology that many reject."


"Does MCPS require that students subscribe to gender ideology in order to fulfill the district's family life requirements for middle schoolers? Because if so, that seems like viewpoint discrimination in a public school," Sanzi stated.

RELATED: 'Patently inequitable': Ketanji Brown Jackson whines after SCOTUS stays Biden judge's order in trans passport case

— (@)

At the same time, MCPS recently introduced harsher penalties into its code of conduct, which include suspension and expulsion for incidents involving drug possession, for example.

At least one local activist group said the new rules were detrimental to "black and brown students."

"When we talk about intersecting into experiences of these black and brown students, they intersect to then lead them to be out of the classrooms, which means less time with academic study," said Dorien Rogers from Young People for Progress, a Maryland group.

As reported by WJLA-TV, Rogers was also disappointed that the code of conduct was written only in English. The school system told WJLA that the new rules would soon be available in six languages.

MCPS did not respond to multiple requests for comment from Blaze News.

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Welcome to Harvard, where studying is now a hate crime



News broke last week that Harvard University — that ancient temple of American prestige and intersectional pride — may finally attempt to curb its notorious grade inflation. For decades, Harvard has handed out A’s like party favors at a preschool graduation. But now, administrators seem to fear the public has noticed that every graduate’s transcript reads: Congratulations! You’re brilliant.

Naturally, the students have responded with calm reflection and humility.

The American university had one job — to cultivate wisdom and virtue. If Harvard students now treat studying as oppression, maybe it’s time to grade the universities themselves.

Just kidding. They’re in full moral meltdown — which is remarkable, since most of them deny morality exists unless it’s part of an identity rubric. Touch their grades, though, and suddenly they rediscover absolute truth, glowing with divine fire.

What provoked this crisis of the soul? The rumor — merely the rumor — that they might have to study.

One distraught undergraduate complained that stricter grading would force students to spend time on academics instead of extracurriculars. And as every Harvard student knows, college is all about extracurriculars. Academics are a high-school hazing ritual — a price of entry to the elite club where you never have to study again.

Other students reportedly spent the day crying. It’s a hard life.

When they lamented losing time for extracurriculars, some surely meant yachting. Others meant activism. Who will dismantle “colonizing heteronormativity” if the revolution has to pause for midterms? Who will liberate the oppressed from the tyranny of citations?

Their outrage, ridiculous as it sounds, reveals at least three uncomfortable truths about the American university system — and the students it produces.

1. They worked hard once so they never have to again.

Some students said they nearly killed themselves to get into Harvard. Not to study there — don’t be ridiculous! — but to ensure that they’d never need to study again.

If you’re an employer expecting a Harvard graduate to be a disciplined thinker, brace yourself. You may be hiring someone who hasn’t cracked a book in years. Many of them majored in activism and minored in demanding that you pay them to keep doing it.

These students treat the workplace as an extension of campus — a new platform for “advocacy,” complete with your office space, Slack channels, and HR department. You wanted an employee. You may get an organizer.

2. Entitlement isn’t an accident — it’s the admissions policy.

Harvard attracts a particular type: students convinced that excellence is their birthright and that hard work is a microaggression.

Some even claim that “work ethic” must be decolonized as a relic of whiteness — a fragile idea until you remember they say it while demanding an A for not working. One almost admires the nerve.

We should stop treating “Harvard graduate” as a compliment. It’s becoming a warning label. These students expect to skip effort, skip merit, skip discipline — and demand that you “check your privilege” if you object.

Why wouldn’t they? Harvard built an entire institutional culture around their sensitivities. The modern university no longer shapes students; it rearranges itself around their demands.

3. The university system has failed.

The Harvard meltdown exposes a national rot. For decades, Americans have been told that college is essential for success. Universities responded by expanding enrollment, inventing dozens of useless “studies” degrees, building administrative empires, and raising tuition to swallow every loan dollar available.

The result?

Now we’re mass-producing indebted graduates with inflated expectations of high-paying careers and no knowledge or skills to justify either. Education has become a luxury accessory — a handbag whose value lies in the logo.

To test the system’s bankruptcy, try asking a recent Ivy League graduate:

  • What is wisdom?
  • What is the highest good?
  • How did your education make you a more virtuous person?

You’ll likely get a breathless word salad about “advocating for marginalized identities and dismantling structures of oppression.” Ask how that helps anyone achieve the good, and you’ll get a vacant stare fit for a zoning map.

Of course, technical fields like engineering still demand real work. But those are small islands in a vast sea of bureaucratic waste. Most universities now operate as billion-dollar community centers with a few classes on the side — entertainment disguised as education.

RELATED: The real fraud in higher ed: Universities need that Chinese money

Photo by VCG / Contributor via Getty Images

Can the system be saved?

Maybe, but don’t bet on it.

You can’t “hire your way out” of a faculty that’s 97% left or far left. That’s not an imbalance; it’s a monoculture. And monocultures don’t reform themselves.

But the reckoning is coming. Enrollment is falling, budgets are exploding, and public trust is collapsing. The only thing keeping many universities alive is their ability to convince students that identity activism and LGBTQ+ advocacy are transcendent educational callings.

The solution is simple: Stop paying for the nonsense. No one is obliged to spend $80,000 a year to hear a gender-theory lecturer attack the biblical definition of marriage. No law, moral or otherwise, requires funding your own indoctrination.

Let them lecture to empty rooms.

The American university had one job — to cultivate wisdom and virtue. If Harvard students now treat studying as oppression, maybe it’s time to grade the universities themselves.

And the report card is long overdue.

Coddled Harvard students cry after dean exposes grade inflation, 'relaxed' standards



Harvard University's Office of Undergraduate Education released a 25-page report on Monday revealing that roughly 60% of the grades dished out in undergraduate classes are As. This is apparently not a signal that the students are necessarily better or smarter than past cohorts but rather that Harvard As are now easier to come by.

According to the report, authored by the school's dean of undergraduate education Amanda Claybaugh and reviewed by the Harvard Crimson, the proportion of students receiving A grades since 2015 has risen by 20 percentage points.

'If that standard is raised even more, it's unrealistic to assume that people will enjoy their classes.'

Whereas at the time of graduation, the median grade point average for the class of 2015 was 3.64, it was 3.83 for the class of 2025 — and the Harvard GPA has been an A since the 2016-2017 academic year.

"Nearly all faculty expressed serious concern," wrote Claybaugh. "They perceive there to be a misalignment between the grades awarded and the quality of student work."

Citing responses from faculty and students, the report revealed that the specific functions of grading — motivating students, indicating mastery of subject matter, and separating the wheat from the chaff — are not being fulfilled.

RELATED: Harvard posts deficit of over $110 million as funding feud with Trump continues to sting

Photo by Zhu Ziyu/VCG via Getty Images

"In the view of faculty, grades currently distinguish between work that meets expectations or fails to meet expectations, but beyond that grades don't distinguish much at all," said the report. "'Students know that an 'A' can be awarded,' one faculty member observed, 'for anything from outstanding work to reasonably satisfactory work. It's a farce.'"

Claybaugh acknowledged that grades can serve as a useful and transparent way to "distinguish the strongest student work for the purposes of honors, prizes, and applications to professional and graduate schools." However, since As are now handed out like candy and many students have identical GPAs, prizes and other benefits must now be dispensed on the basis of less objective factors, which "risks introducing bias and inconsistency into the process," suggested the dean.

The report noted further that Harvard University's current grading practices "are not only undermining the functions of grading; they are also damaging the academic culture of the College more generally" by constraining student choice, exacerbating stress, and "hollowing out academics."

Steven McGuire, a fellow at the American Council of Trustees and Alumni, highlighted the admission in the report that Harvard owes much of its current crisis to its coddling of unprepared students.

"For the past decade or so, the College has been exhorting faculty to remember that some students arrive less prepared for college than others, that some are struggling with difficult family situations or other challenges, that many are struggling with imposter syndrome — and nearly all are suffering from stress," said the report.

"Unsure how best to support their students, many have simply become more lenient. Requirements were relaxed, and grades were raised, particularly in the year of remote instruction," continued the report. "This leniency, while well-intentioned, has had pernicious effects."

The new report is hardly the first time the school has suggested that Harvard undergraduate students tend to be coddled, intellectually fragile, ideologically rigid, and slothful.

Citing faculty feedback, Harvard's Classroom Social Compact Committee indicated in a January report that undergraduate students "have rising expectations for high grades, but falling expectations for effort"; often don't attend class; frequently don't do many of the assigned readings; seek out easy courses; and in some cases are "uncomfortable with curricular content that is not aligned with the student's moral framework."

The January report noted further that "some teaching fellows grade too easily because they fear negative student feedback."

Claybaugh's grade inflation report has reportedly prompted complaints and whining this week from students.

Among the dozens of students who objected to the report and its findings was Sophie Chumburidze, who told the Harvard Crimson, "The whole entire day, I was crying."

"I skipped classes on Monday, and I was just sobbing in bed because I felt like I try so hard in my classes, and my grades aren’t even the best," said Chumburidze. "It just felt soul-crushing."

Kayta Aronson told the Crimson that higher standards could adversely impact students' health.

"It makes me rethink my decision to come to the school," said Aronson. "I killed myself all throughout high school to try and get into this school. I was looking forward to being fulfilled by my studies now, rather than being killed by them."

Zahra Rohaninejad suggested that raising standards might sap the enjoyment out of the Harvard experience.

"I can't reach my maximum level of enjoyment just learning the material because I'm so anxious about the midterm, so anxious about the papers, and because I know it's so harshly graded," said Rohaninejad. "If that standard is raised even more, it's unrealistic to assume that people will enjoy their classes."

The student paper indicated the university did not respond to its request for comment.

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