frankenstein pursuit of knowledge essay

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Frankenstein

The theme of knowledge portrayed in frankenstein anonymous 12th grade.

Humankind has been unravelling the secrets of the universe for millennia, discovering more about the world in the process; but will we ever reach a point where we know too much? That is indeed the premise of Shelley’s “The Modern Prometheus”; a presentation of the consequences a man faces for knowing more than he can control. In Frankenstein, the idea of knowledge always seems to be linked with the source of the protagonist’s abundant feelings of foreboding and misery. The protagonist changes ascetically during his pursuit of greater knowledge with high hopes for his success, but Shelly forbids the better outcome for Victor. Knowledge is vetted as a negative concept in Frankenstein by haunting the primary protagonist with a sense of isolation from humanity and blame for the events that were the indirect effect of Victor gaining too much knowledge.

In the first volume, the reader is confronted by the scene when Victor witnesses an oak tree get struck by lightning, which is symbolic to the attainment of knowledge in Prometheus; as fire and lightning were used to represent the power of knowledge in Greek mythology, specifically the ability to have free will (hence “The Modern Prometheus). The lighting is seen as something...

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Essay On The Pursuit Of Knowledge In Frankenstein

Show More Knowledge has brought the human race to many of its brightest moments, as well as many of its darkest: the discovery of the atomic bomb and chemical warfare, among others. This begs the question, how far would you go in the pursuit of knowledge? Mary Shelley investigates the concept of ¨too far¨ in her novel, Frankenstein . She chronicles the path of a scientist, from his initial thirst for knowledge, to his creation of an artificial creature, to his eventual death because of the Creature. Throughout the novel, that scientist, Victor Frankenstein, regrets his initial decision to create the Creature, and the consequences of his actions far outweigh any possible reward that he imagined before he even began; what he imagined was being applauded …show more content… This traversal of the boundary doesn’t refer to the discovery of “undiscoverable” things, rather, this is the violation of the scientific process. This occurs within Frankenstein when Victor hastily builds the Creature, instead of being patient and evaluating all of the possible outcomes of his venture. While retelling his story to Walton, Victor describes the process of his work …show more content… Shelley’s use of “unremitting ardour” shows that Victor worked tirelessly on the Creature, without pausing to rest or evaluate the possible consequences of his actions, as further shown by “the moon gazed on my midnight labours.” In addition, this “ardour” violates a key principle of the scientific process, which states that a scientist must have an objective view in all of his undertakings. Moreover, his “unrelaxed and breathless eagerness” prevents him from truly dedicating time to each aspect of his Creation, causing a rushed environment, in which mistakes and inaccuracies thrive. His singular focus, as shown by,”the hope to which I had dedicated myself,” was the source of his gross misconduct and disregard for scientific principle and the scientific process. He had dedicated himself to one of his own emotions,”hope,” and was therefore driven by emotions and not logic. Hope, by nature, is an ignorant emotion because it causes people to blindly proceed along, rather than consider and evaluate their course of action and its consequences. Hope caused Victor’s singular focus to become even more concentrated because hope eliminates the consideration of possible setbacks from one’s mind. He succeeds in his creation of the Creature, but his lack of forethought pushes him into the avoidable scenario of instant regret upon the completion of his quest. Therefore, Victor’s

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Essay On Power Of Knowledge In Frankenstein

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Frankenstein Knowledge Quotes

One man’s life or death were but a small price to pay for the acquirement of the knowledge which I sought, for the dominion I should acquire and transmit over the elemental foes of our race.

– Mary Shelley

“Unhappy man! Do you share my madness? Have you drunk also of the intoxicating draught? Hear me – let me reveal my tale, and you will dash the cup from your lips!”

It may appear very strange, that a disciple of Albertus Magnus should arise in the eighteenth century; but our family was not scientifical, and I had not attended any of the lectures given at the schools of Geneva. My dreams were therefore undisturbed by reality; and I entered with the greatest diligence into the search of the philosopher’s stone and the elixir of life.

The world was to me a secret which I desired to divine. Curiosity, earnest research to learn the hidden laws of nature, gladness akin to rapture, as they were unfolded to me, are among the earliest sensations I can remember.

It was the secrets of heaven and earth that I desired to learn; and whether it was the outward substance of things or the inner spirit of nature and the mysterious soul of man that occupied me, still my inquiries were directed at the metaphysical, or in its highest sense, the physical secrets of the world.

I have described myself as always having been imbued with a fervent longing to penetrate the secrets of nature. In spite of the intense labour and wonderful discoveries of modern philosophers, I always came from my studies discontented and unsatisfied.

Sir Isaac Newton is said to have avowed that he felt like a child picking up shells beside the great and unexplored ocean of truth.

My father was not scientific, and I was left to struggle with a child’s blindness, added to a student’s thirst for knowledge.

So much has been done, exclaimed the soul of Frankenstein – more, far more, will I achieve; treading in the steps already marked, I will pioneer a new way, explore unknown powers, and unfold to the world the deepest mysteries of creation.

“The labours of men of genius, however erroneously directed, scarcely ever fail in ultimately turning to the solid advantage of mankind.”

“Chemistry is that branch of natural philosophy in which the greatest improvements have been and may be made; it is on that account that I have made it my peculiar study; but at the same time, I have not neglected the other branches of science. A man would make but a very sorry chemist if he attended to that department of human knowledge alone. If your wish is to become really a man of science and not merely a petty experimentalist, I should advise you to apply to every branch of natural philosophy, including mathematics.”

A mind of moderate capacity which closely pursues one study must infallibly arrive at great proficiency in that study.

Learn from me, if not by my precepts, at least by my example, how dangerous is the acquirement of knowledge and how much happier that man is who believes his native town to be the world, than he who aspires to become greater than his nature will allow.

A human being in perfection ought always to preserve a calm and peaceful mind and never to allow passion or a transitory desire to disturb his tranquility. I do not think that the pursuit of knowledge is an exception to this rule.

“By degrees I made a discovery of still greater moment. I found that these people possessed a method of communicating their experience and feelings to one another by articulate sounds. I perceived that the words they spoke sometimes produced pleasure or pain, smiles or sadness, in the minds and countenances of the hearers. This was indeed a godlike science, and I ardently desired to become acquainted with it.”

“I cannot describe to you the agony that these reflections inflicted upon me; I tried to dispel them, but sorrow only increased with knowledge. Oh, that I had forever remained in my native wood, nor known nor felt beyond the sensations of hunger, thirst, and heat!”

“Of what a strange nature is knowledge! It clings to the mind, when it has once seized on it, like a lichen on the rock. I wished sometimes to shake off all thought and feeling; but I learned that there was but one means to overcome the sensation of pain, and that was death – a state which I feared yet did not understand.”

Frankenstein Cost Of Knowledge Essay

In Mary Shelley’s “Frankenstein,” Victor states, “Learn from me, if not by my precepts, at least by my example, how dangerous is the acquirement of knowledge and how much happier that man is who believes his native town to be the world, then he who aspires to become greater than his nature will allow” (60). I fully support Victor’s acknowledgment and realization of how dangerous knowledge can be. Mary Shelley’s “Frankenstein” may have been written on a bet with other fellow writers, but Shelley was holding a mirror up to society when she wrote this terrifying tale. This essay will delve into the portrayal of knowledge and examine how it can be both a force for good and a source of destruction. In "Frankenstein," knowledge is portrayed as a force that holds the potential to unlock significant advancements and discoveries. Victor Frankenstein's thirst for knowledge drives him to pursue the secrets of life and death, leading him to create the creature. Is it his need to prove his teachers wrong and himself right that drives him to complete madness, or can he not fathom the possibility that he is wrong that drives him to his demise? Indeed, through his scientific pursuits, Victor achieved feats that were once thought impossible, showing the immense potential of knowledge to shape the world. But at what cost? …show more content…

Their endeavors reflect the human desire to explore the unknown and push the boundaries of understanding. Shelley suggests that knowledge can inspire and motivate individuals to strive for greatness, leading to societal progress and innovation. However, despite its potential for greatness, Shelley also warns of the dangers of unchecked

More about Frankenstein Cost Of Knowledge Essay

Frankenstein Pursuit Of Knowledge Essay

Among the many themes explored in Mary Shelley 's timeless classic “Frankenstein”, the one I find to be most relevant and the one that truly resonated with me was the dangers that stem from the pursuit of knowledge. This theme resonated with me for many reasons because, while the pursuit of knowledge has allowed humankind to exert and enjoy unparalleled and unprecedented power over the animal kingdom and the world itself, it’s a seemingly benign aspect of human nature that can paradoxically render humankind obsolete. while exploring the many dangers rooted in the pursuit and frankly the obsession of knowledge one cannot help but see the correlations between Mary Shelley 's infamous character, the ‘creature’ and the Industrial Revolution …show more content…

While one can draw a distinction between the knowledge pursued during the Industrial Revolution and the specific and esoteric knowledge employed by Dr. Frankenstein , I will not make such a distinction in my analysis and utilize the word knowledge in its rudimentary sense. As Shelly writes, “The labours of men of genius, however erroneously directed, scarcely ever to fail in ultimately turning to the solid advantage of mankind”.(Shelley, 28) It is with this orientation of knowledge, a derivative of the labors of ‘men of genius’, that I will utilize in my analysis. During the previously mentioned inflection point experienced during the 18th and 19th centuries, civilization’s marginal pursuit of knowledge became an obsession of not only the traditionally defined genius, an individual endowed with intellect in each of their endeavors, but of the brief employment of acute genius contained within each human in periods of crisis or enlightenment. While Industry allowed for any person with the capacity of imagination to obsess over the pursuit of knowledge, it also created an artificial partition between mankind and ecology as did Frankenstein’s creature in Shelley 's novel. “How dangerous is the acquirement of knowledge and how much happier that man is who believes his native town to be the world, than he who aspires to become greater than his nature will allow”(Shelley, 31) writes Shelley as she bestows the reader with an introspective approach to the analysis of the

Victor Frankenstein Thirst for Knowledge

The desire of extensive knowledge is first seen through Victor Frankenstein. At the beginning of the novel, a young boy named Victor grows up in Geneva “deeply smitten with the thirst for knowledge” (20).

Dangerous Knowledge - Frankenstein Essay examples

From the beginning of time until now the limitless pursuit of knowledge reveals man’s weakness. Modern society provides humans with a wide variety of sources on how to gain knowledge, both good and evil. The thirst for forbidden knowledge beyond what man can essentially handle, causes a tragic life. The protagonist in the novel Frankenstein by Mary Shelley exemplifies the behavior of the ideal man grasping for more knowledge than he can truly bare; in turn this knowledge becomes tarnished. Shelley eludes to the Greek myth of Prometheus allowing the reader to delve deeper into the general theme that those who pursue an insatiable desire for knowledge, if not tamed,

Frankenstein by Mary Shelley and the Industrial Revolution

• 2 Works Cited

“Oh! No mortal could support the horror of that countenance. A mummy again endued with animation could not be so hideous as that wretch” (Shelley 57). This statement is how Mary Shelley successfully portrayed the overall negative consensus of the industrialization of Europe in the 1800s in her novel Frankenstein. This story parallels the world’s transition from nature and emotion to reason and truth which was the primary cause for the industrial revolution. Though the revolution brought new technology and knowledge, people felt as though they were enslaved by this sudden change. This is clear through Shelley’s Dr. Frankenstein and the ‘wretched monster’ that would forever change the world.

How Does Frankenstein Reflect The Values Of Humanity

Shelley’s Romantic novel Frankenstein (1818) compares and reflects values of humanity and the consequences of our Promethean ambition against the futuristic, industrialized world of Blade Runner (1992) by Ridley Scott. The notions of unbridled scientific advancement and technological progress resonate with our desire to elevate humanity’s state of being, mirrored amongst the destructive ambition to overtake and disrupt nature and its processes. The disastrous implications of overreaching the boundary between progressive and destructive power and knowledge are heeded through the ultimate and inevitable loss of self and identity, transforming humanity into a form of monstrosity.

Frankenstein's ambition

In Mary Shelley’s 1818 novel, ‘Frankenstein’, a recurring motif of ambition and the quest for knowledge is present among the characters of Victor Frankenstein, Robert Walton and the creature. Victor’s obsessive ambition is his fatal flaw, ruining his life and leading to the murder of his loved ones and eventually his own death. Robert Walton shares a similar ambition

Analysis Of ' Frankenstein 's Monster, And Fredrick Douglass

Victor Frankenstein was obsessed with knowledge, and thought knowledge was the key to unlocking nature and become a pioneer in science and challenging God. “I have described myself as always having been imbued with a fervent longing to penetrate the secrets of nature” (Shelley, Frankenstein, 21). Victor always had to push boundaries, and his passion drove him closer to science and immorality and farther from his family and friends. Once Victor sees his abomination animated, his potential come alive, he wishes for nothing more than if it had never happened. He moves on to a new obsession – fleeing his past. It consumes him and his health.

Theme Of Knowledge In Frankenstein

Thesis: In a world where knowledge is essential, it is often asked just how much intelligence is “safe”. In the story Frankenstein, Shelley expresses the idea that knowledge is power and this is shown through both despair and progress. This can easily be understood through the conclusion that science is almost always left up to chance even though it is thought to be a straight cut subject.

Essay On The Power Of Knowledge In Frankenstein

In the real world, the power of knowledge has a real affect on human nature as it gives them a sense of the world and its surroundings. Knowledge is facts, information, and skills acquired by a person through experience or education. They are known to create separation between people, the smartest usually coming atop. While the monster and Victor’s adventures are told, the power of knowledge in Shelley’s Frankenstein are a big influence into the advancements of their actions and plot of the story because it gives a new outlook for them.

Education As A Motif In Shelley And Dickens

Charles Dickens and Mary Shelley lived during the time of the Industrial Revolution. It was a time of improvement and change that not everybody agreed was good. Charles Dickens’ Great Expectations and Mary Shelley’s Frankenstein both incorporate the reception of this change in their respective novels. With change there comes a learning process of how all new inventions can become part of life and how society is supposed to be. Furthermore, both authors chose education as a motif for portraying not only the change in education but also the fear that comes with this “New Age”.While Shelley lived and wrote at the rather beginning of the Industrial Revolution, Dickens’ work gives the reader impressions

Frankenstein, Community, and the Individual Essay

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Many innovations throughout the modern world have made life significantly easier, safer, of higher quality, and are said to be done for the "greater good of humanity". However, these accomplishments come at a cost, as expressed through the concepts of creation and responsibility that lie at the core of Mary Shelley's Frankenstein. It is through these concepts that Shelley explores how society has changed during Romanticism and the Industrial Revolution, with lessening importance on shared knowledge and the "public sphere" and more emphasis on individual achievement and identity, leading to a fractured and isolated society. In this paper I argue that Mary Shelley's Frankenstein criticizes the impacts of Industrial Revolution and Romantic

Three Tragic Heroes in Mary Shelley's Frankenstein Essay

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In Mary Shelley’s novel, Frankenstein, Robert Walton, Victor Frankenstein, and Frankenstein’s Creation reach similar conclusions humanity by seafaring to the North Pole, delving into the dark depths of science, and observing the rejecting nature of humans. The three tragic heroes Walton, Frankenstein and the Creation are all character doubles in their initial enthusiasm for knowledge, inner dualist personalities, religiously glorified personal goals, possessive relationships and negative effects of gaining knowledge. The three character’s views of humanity are a microcosm of the culturally accepted importance of beauty, and how the culmination of knowledge can be blinding and lead to utter ruination.

The Power Of Knowledge In Frankenstein

In the novel, Frankenstein, Victor Frankenstein shows the cruel karma that joins in the achievement of attaining knowledge. With countless examples to support this statement, the opinion of this reader holds strong with the opinion of Mary Shelly, that the power of knowledge, though incredibly tempting to grasp hold of tightly, can be a dangerous achievement that can lead to more destruction than it can recover.

Frankenstein- Acquirement of Knowledge Essay

Mary Shelley’s Frankenstein explores the concepts of knowledge and science and the dangers involved with the pursuit and investigation of these ideas. The novel conveys Shelley’s attitudes towards science by portraying it as having the capability to exceed the bounds of human restraint. Through the development of her protagonist Victor Frankenstein, the romantic and gothic aspects of her novel, the period of 1818 and the influences of the world she was living in that

Pursuit Of Knowledge In Frankenstein

When knowledge gained begins to detriment a person’s character, they will change negatively and reshape their relationship with the people around them, and how one views others. The most recurring motif in the novel, Frankenstein, depicts the pursuit of knowledge and its consequences throughout the story and how it affects the way one perceives the world around them. Yet, some may believe that gaining knowledge, no matter what form, will not lead to any consequent behaviors; however, this is wrong. The repercussions of acquiring knowledge are prevalent in Mary Shelley’s Frankenstein, especially depicted in the monster and Victor Frankenstein.

Point Of View In Frankenstein

The novel titled Frankenstein is Mary Shelley’s first publication that later became one of the prominent since it focuses on advancement and is overflowing with different speculations upheld by various researchers. Development is a champion among the most persuading and unfavorable myths that are fundamental to people’s improvement and headway perfunctorily. Mary Shelley, ordinary rationale understudy is objective situated to help people in finding the works of a living thing. It also makes different crucial issues that may affect people's lives from different points of view. The maker skillfully conflates around various traditions and the individual inventive capacity. Frankenstein expressively highlights the spirit of the mid 1800s, which was the season of progress in various ways that shockingly isolates between consistent progress and religious conservatism. This construes the novel responds to the subject of how these researchers lead us to a more significant understanding or fundamental

Related Topics

• Frankenstein
• Industrial Revolution

Family Relationship with Children in Frankenstein

This essay about the Frankenstein family tree in Mary Shelley’s novel reveals how familial connections shape the protagonist, Victor Frankenstein, and his creation. It discusses the influence of Victor’s parents, Alphonse and Caroline, and his siblings, William and Elizabeth, on his character and the tragic outcomes of his scientific ambitions. The narrative highlights the erosion of family ties through Victor’s quest for knowledge, leading to the devastation of his family. Additionally, the creature’s longing for connection and subsequent rejection is portrayed as a reflection of Victor’s own familial disconnections. Through the Frankenstein family’s story, the essay explores themes of isolation, the need for love, and the consequences of neglecting familial bonds, emphasizing that the pursuit of personal achievements at the expense of family leads to destruction.

How it works

Mary Shelley’s “Frankenstein” is not merely a tale of scientific hubris or the quest for knowledge; it is also a profound exploration of familial connections and the consequences of their breakdown. The Frankenstein family tree, while not extensive, plays a crucial role in shaping the novel’s protagonist, Victor Frankenstein, and by extension, the creature he creates. This exploration into the family dynamics at play within the Frankenstein lineage reveals the novel’s deeper themes of isolation, love, and the inherent need for connection.

At the heart of the Frankenstein family is Alphonse Frankenstein, Victor’s father, who is depicted as a compassionate and moral figure, embodying the ideal parental figure. His marriage to Caroline Beaufort, a union born out of compassion and respect, sets the foundation for what initially appears to be a nurturing and loving family environment. This environment profoundly impacts Victor’s early life, providing him with a sense of belonging and love. However, as Victor grows older and becomes consumed with his ambitions, he drifts away from these familial ties, highlighting a central tragedy in the novel: the erosion of family connections through the pursuit of personal glory.

Victor’s relationship with his siblings further complicates the family dynamic. His brother William and his adopted sister Elizabeth Lavenza are significant figures in his life, symbolizing the innocence and purity of the family connections he ultimately neglects in his quest for knowledge. The death of William at the hands of Victor’s creation marks a pivotal moment in the novel, illustrating the destructive consequences of Victor’s actions on his family. Elizabeth, who later becomes Victor’s wife, represents the ultimate victim of Victor’s neglect, her death signifying the complete disintegration of the Frankenstein family.

The creature that Victor Frankenstein creates can also be seen as an aberrant extension of the Frankenstein family tree. Devoid of a traditional familial lineage, the creature embodies the consequences of a lack of familial love and connection. His desire for companionship and understanding, juxtaposed with his creator’s abandonment, underscores the novel’s exploration of the intrinsic human need for family and the devastating effects of its absence. The creature’s attempts to forge connections only to be met with rejection and violence further mirror Victor’s own deteriorating ties with his family, suggesting a cyclical nature of isolation and despair.

In conclusion, the Frankenstein family tree, though not sprawling or complex, is deeply entwined with the novel’s thematic core. The family dynamics presented in the narrative serve not only to develop Victor Frankenstein’s character but also to underscore the broader themes of isolation, the longing for connection, and the tragic consequences of their absence. Mary Shelley’s depiction of the Frankenstein family offers a poignant commentary on the human condition, emphasizing that the pursuit of knowledge or greatness at the expense of familial bonds leads to ruin. The novel, through its exploration of the Frankenstein family, thus becomes a timeless reflection on the importance of family and the profound impacts of its loss.

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Science Advisor for Public Access (Program Director)

Application timeline, position summary.

The Office of Integrative Activities (OIA) within the Office of the Director at the National Science Foundation (NSF) announces a nationwide search to fill the Science Advisor for Public Access position.  The position coordinates agency responses to federal public access mandates, oversees development of the NSF Public Access Repository, coordinates with other agencies via involvement in the NSTC and other cross-agency groups, and contributes to the NSF Knowledge Management activity.

Formal consideration of interested applications will begin immediately and continue until a selection is made.

OIA works across disciplinary boundaries to lead and coordinate strategic programs and opportunities that: advance research excellence and innovation; develop human and infrastructure capacity critical to the U.S. science and engineering enterprise; and promote engagement of scientists and engineers at all career stages and the personnel who support them.

For more information on the NSF Public Access Initiative, see: https://new.nsf.gov/public-access  

Position Description

Serves as the primary representative and point of contact for the NSF Public Access Initiative and Open Science matters, in consultation with other concerned entities within the Foundation (e.g., Office of the Director, Office of General Counsel, etc.) and the members of the cross-agency Public Access and Open Science Working Group (PAOSWG).  Creates and maintains linkages to other NSF units and other Federal agencies in pursuit of the overall NSF mission.

Works closely with the NSF Chief Information Officer staff on implementation and refinement of NSF's public access policies and systems (e.g., NSF-PAR, see: http://par.nsf.gov ).  Provides oversight and direction to system developers at NSF and DOE in the collaborative development and maintenance of the subsystems comprising NSF-PAR.

Contributes to the NSF Knowledge Management activity (e.g., change management) and its work with internal, enterprise-wide policies.

Assists the Office of Legislative and Public Affairs (OLPA) in communicating NSF’s Public Access and Open Science goals to the range of research communities served by NSF. 

Provides strategic and technical advice to the PAOSWG and the Office of the Director on policy development and implementation regarding public access to the outcomes of federally funded research, and other related science policy issues as they arise.

Analyzes and integrates scientific input and policy guidance from OMB, OSTP, Congress, the National Academy of Sciences, professional societies, the National Science Board, NSF policy groups, the Advisory Committee for Cyberinfrastructure, and other agencies and organizations into the Foundation’s plans for implementing public access and other science policy issues.

Advises OIA on advanced technology for knowledge management, including but not limited to taxonomy, ontology, machine learning, artificial intelligence, and semantic search.

Applies contemporary methods of organizing data, information, and knowledge to internal NSF information.

Provides leadership and support for the NSF Public Access Working Group. The NSF Public Access Working Group is charged with oversight of the implementation of the NSF Public Access Plan 2.0 (NSF 23-104, see: https://www.nsf.gov/pubs/2023/nsf23104/nsf23104.pdf ) and is comprised of senior leadership from across the Foundation. 

Serves on or leads NSF-wide groups addressing public access and other policy issues.  Serves on or leads teams of experts on interagency studies and, working with the Public Access working group and the Office of the Director, helps to coordinate NSF involvement in relevant interagency activities. 

Working with the Office of the Director and other NSF leadership, works to coordinate with the international science community on public access (and related policy issues as they arise) with the appropriate units within NSF, and to facilitate NSF interaction/participation in international science policy bodies.

Represents NSF as appropriate on internal committees, interagency committees, at meetings of other Federal agencies, professional organizations, and universities; participating, providing advice, and drafting recommendations and reports representing the outcome of such meetings.

Prepares background papers, presentations, and reports for use by senior NSF leadership in discussions with the National Science Board and for hearings and congressional testimony, as needed. Initiates, conducts, and manages studies and analyses to assess the scientific and technological contributions of public access to the achievement of national goals and objectives, as needed.

Serves as liaison with other Federal agencies, particularly in interagency programs involving public access policy development and implementation, and conducts other duties as assigned.

Appointment options

The position recruited under this announcement will be filled under the following appointment option(s):

Intergovernmental Personnel Act (IPA) Assignment: Individuals eligible for an IPA assignment with a Federal agency include employees of State and local government agencies or institutions of higher education, Indian tribal governments, and other eligible organizations in instances where such assignments would be of mutual benefit to the organizations involved. Initial assignments under IPA provisions may be made for a period up to two years, with a possible extension for up to an additional two-year period. The individual remains an employee of the home institution and NSF provides the negotiated funding toward the assignee's salary and benefits. Initial IPA assignments are made for a one-year period and may be extended by mutual agreement. 

Eligibility information

It is NSF policy that NSF personnel employed at or IPAs detailed to NSF are not permitted to participate in foreign government talent recruitment programs.  Failure to comply with this NSF policy could result in disciplinary action up to and including removal from Federal Service or termination of an IPA assignment and referral to the Office of Inspector General. https://www.nsf.gov/careers/Definition-of-Foreign-Talent-HRM.pdf .

Applications will be accepted from U.S. Citizens. Recent changes in Federal Appropriations Law require Non-Citizens to meet certain eligibility criteria to be considered. Therefore, Non-Citizens must certify eligibility by signing and attaching this Citizenship Affidavit to their application. Non-Citizens who do not provide the affidavit at the time of application will not be considered eligible. Non-Citizens are not eligible for positions requiring a security clearance.

To ensure compliance with an applicable preliminary nationwide injunction, which may be supplemented, modified, or vacated, depending on the course of ongoing litigation, the Federal Government will take no action to implement or enforce the COVID-19 vaccination requirement pursuant to Executive Order 14043 on Requiring Coronavirus Disease 2019 Vaccination for Federal Employees. Federal agencies may request information regarding the vaccination status of selected applicants for the purposes of implementing other workplace safety protocols, such as protocols related to masking, physical distancing, testing, travel, and quarantine.

Qualifications

Candidates must have a Ph.D. in an appropriate field plus after award of the Ph.D., six or more years of successful research, research administration, and/or managerial experience pertinent to the position; OR a Master's degree in an appropriate field plus after award of the degree, eight or more years of successful research, research administration, and/or managerial experience pertinent to the position.

Knowledge of current and historical developments in federal public access policies and mandates is highly desirable, as is familiarity with scientific communication practices and research data practices. Candidates must be able to communicate and interact with senior science, engineering and managerial personnel throughout the Foundation, with other agencies, and the general science and engineering community, and are expected to know and diplomatically express the views and goals of the NSF on Public Access topics in many situations both within and outside of the National Science Foundation. Candidates must also be skilled and experienced in operating both independently and interdependently with others. Outstanding oral and writing skills and the capability to deal with a wide variety of materials, frequently changing venues, and tight deadlines is imperative.

How to apply

To apply, email the following (i) a cover letter outlining qualifications and interest in the position, and (ii) an up-to-date curriculum vitae, to [email protected] .