An analysis of the movie- 'The Oxford Murders'

Submitted previously as a Classical Political Philosophy assignment (Sameera S. Rao, 2014).

An Analysis of the movie ‘The Oxford Murders’

PART I – Mathematical ideas and themes prevalent throughout the movie

The beauty of mathematics is not limited to number series or formulas applicable only to the academic discipline. This is because mathematical patterns can also be found in the real world. For instance, the ‘perfect symmetrical face[1]’ is said to follow the ‘the golden ratio’ (mathematically, two quantities are in the golden ratio if their ratio is the same as the ratio of their sum to the larger of the two quantities.) Pinecones naturally occur in the Fibonacci number series (they are of the following pattern: 1, 1, 2, 3, 5, 8, 13, 21 - infinity. Each subsequent number is the sum of the previous two). In academia, one can find proponents of ‘logic’, who state that mathematical patterns and sequences are present in nature, humans etc. On the other hand, others argue that this is simply exaggeration. Those who believe in mathematical purity, state that seemingly abstract biological processes occur in a certain mathematical pattern (for instance, the DNA) and it is the task of mathematicians or logicians to identify these patterns.

One of the most striking dialogues that caught my attention in ‘The Oxford Murders’ is the staunch belief held by the graduate student (Martin) in the ‘absolute truth’ – where absolute truth extends into the world. Martin states “I believe in 3.141592 (irrational number Pi[2]) the nature of reality ascribed in mathematical numbers. Numbers are pre-existing patterns in reality.” The Oxford Professor quickly retorts by asking- “Why can’t a single person then, predict a hurricane? We like order, logic we are not in the hands of destiny- this has nothing to do with truth, only with fear.” The fast-pacing dialogues in the movie explore themes of freedom, chaos theory, uncertainty principle, memory, mathematical symbols etc.

The movie shows the dysfunctional relationship between Beth (daughter) and Mrs. Eagleton (mother). Beth is an aspiring violinist, who bitterly despises her circumstances because she has the sole responsibility of taking care of her ailing mother. Beth is also attracted to Martin and wonders what it must be to be like him- to travel, study and explore outside his comfort zone (he is from the United States studying in England). 

PART II – Interpretations of the film through various schools of thought

(i)                         Psychoanalytical Perspective: It is clear from the beginning of the movie that Martin is the main narrator of events and the audience will experience reality- through all five senses as Martin sees it. Martin’s subjectivity includes an almost unidirectional belief in mathematical purity. Martin’s background as a mathematics graduate student studying at Oxford makes him value the ‘gifts’ of mathematics. He shows us that he has an ability of solving a murder mystery by unlocking mathematical symbols. This is Martin’s Achilles heel. He ignores the timing of discovering Mrs. Eagleton’s body with the Oxford Professor (thinking of it as a coincidence) and gets manipulated into thinking in the existence of a mathematical serial murderer. Psychoanalysts believe that motivations of individuals are embedded in their subconscious mind. Therefore, the convictions of Martin’s mind (about mathematics being the absolute truth) would lead him to believe the Professor- and he subconsciously tries to “win the approval” of his revered professor who had earlier ridiculed him and refused to be his supervisor.

(ii)                     Feminist Perspective – A gendered perspective of the movie would analyze the undertones of mother-daughter hostility from the starting minutes of the film. We witness the constant bickering between the mother and daughter. The daughter (like in any other part of the world) has the responsibility of taking care of her aged, ailing mother. The daughter has never left Oxfordshire, England (where she was born) and is constantly in a dilemma to “be free” or “be caged” at home. The daughter lives in a patriarchal society where ideas of nurturing, caring and other feminine ideals are on her shoulders. Beth appears bitter and sarcastic about her life’s situation.

(iii)                  Postmodern Perspective – The entire movie is seen from one narrative (that of the Professor narrating to the Graduate Student) - an approach that would not suit with the fragmented nature of reality that postmodernists believe in. However a strong indication is made towards postmodernism in the end, when the Professor remarks “Numbers lie. Truth is confused, disorderly.”

(iv)                   Plato’s Absolute Truth – Plato believed in an ‘Absolute Truth’ (just like Martin). In his idea of an absolute truth he states that there is only one version of a reality- making it problematic to associate with multiple versions of reality.

(v)                       Ideas – Butterfly effect, Chaos Theory

In chaos theory, the butterfly effect refers to “A very small change in initial conditions which can create a significantly different outcome.” Martin (according to the Professor) unknowingly instigates Beth to murder her mother when he states “You should be free Beth.”  Thus Martin is the butterfly that causes the hurricane (murder).

(vi)                   How does the movie help Social Scientists?

The movie helps social scientists to realise the power of interpretation and the fragmented nature of reality. It craftily depicts the nuances of the idea that ‘objectivity’ or an ‘absolute truth’ exists (or not). It also plays on ideas of language and knowledge – and how these two can have various versions of reality. Although Knowledge (with a capital ‘K’) can lead us to accuracy, it can also lead to disaster due to inconsistency or omission or worse- manipulation. The movie also grapples with ‘the problems of interpretation’ because interpretations would include prejudices, beliefs and value judgements on the part of the observer.

---

[1] Facial Analysis and the Golden number ‘Phi’ (1.618) More information at - http://www.goldennumber.net/beauty/

[2] Interestingly our universe has infinitely less stuff in it than the total number of digits in ‘Pi’ (Source- Ted Talk, Addison Anderson).

History and Marxism

"How is it possible to feel nostalgia for a world I never knew?"

This has become my all time favorite quote. I remember the first time I noticed it. Watching 'Motorcycle Diaries' in spanish with english subtitles, around 3 am in the night almost a week before my History exam.

Now, this was around 2 years ago, in class 11th, when I was seventeen (ha) and I still managed to get a 91/100 ... because the movie was a repetition of history itself (onscreen) and I have a strange way of linking two things together which seem to have no correlation whatsoever.  

Ernesto che Guevara reaches Machu Pichhu and looks at the beautiful ruins of the great Incas civilization.

Standing and witnessing the beauty he sees around him, he wonders aloud- 'how can I feel nostalgia for a world I never knew?' The world he is referring to is the lost days of the Incas people (12th-13th CE) who lived in the Antilles, Barbados, Mexico, Parts of present South America & who were killed by the thousands by the spaniards and europeans who eventually won the 'survival of the fittest' in their long-term aim to settle there (in S. America). And of course, 'nostalgia' refers to a sentimental longing for the past. Now, why the hell did he feel nostalgia for them?

Explanation- A majority of the people were killed, and their ancestors (Incas) are now a minority population in south america, the true inhabitors of the region are subdued by the overwhelming european-american-mixed population residing there as locals. When 'Che' took his road trip around many countries during the 1950's he becomes extremely averse to 'Capitalism', correctly citing it as the reason behind poverty and misery of the poor people (why I agree with this viewpoint will need another entire blogpost)... What he saw around him was very similar to the south-american history- the real people of their own country lived as petty laborers doing odd-jobs to ensure a meal a day whereas the capitalists lived on these souls. He wanted to go back to the days where things were still being done in the world on the basis of justice, fairness and equality. He was feeling nostalgia for that world... a world that he never knew, because it had ceased to exist.

It is rather important to note that the Incas people where highly intelligent. They could successfully perform skull surgery, built beautiful monuments, where brilliant at mathematics and astronomy. So, why exactly did they perish? Because they were behind their spanish counterparts who knew of military tactics and gunpowder and of course, smallpox.

I have, until now been against the use of violence and killing. But my perspective is changing after reading through about Ernesto's biography. He was a marxist revolutionary. Who wanted an equal economic world order, even if this required him to take up arms. He was also involved with Fidel Castro (Cuba's President) during the cuban missile crisis- which eventually led to his death by the CIA- which was covered up for many years. He was not like Castro (by which I mean, not hungry for power), although he enjoyed political support from many countries. He believed in an ideal. An ideal world, one where capitalists where not superior to other citizens but equal.

Marxism is a dialectical view of social change, and an analysis-critique of the development of capitalism. It is an economic and socio-political worldview centred upon materialistic intrepretation of history. I have never accepted or rejected a theory whenever I've discussed it in conversations with friends and family. I do not have a grey- approach. It is more black and white (although that does have its repercussions)- If it is true for me, it is true for everyone and vice versa. So far, in debates in classrooms, in discussions with liberal capitalist friends and even with that one friend who is the socialist- I find the answers are fluid, flexible. That sometimes things are answered depending on the situation. Therefore, I have developed a coping mechanism which does not learn or look at the present or future. But rather looks at the past. The beauty and brutality of the past is the real reminder of the truth (Incas civilization for instance).

I think nothing is inexplicable. Everything can be explained. Like a process. Like maths. Like statistics. Like bar diagrams. Like language and grammar. And therein lies history, because it has lessons to offer (although it is advisable to read history for its own sake!). Right now I am reading A History of the Soviet Union from the beginning to the end by Peter Kenez. True it may not teach me how to build a car, or aerodynamic laws or human anthropology, I will go ahead and read it because I may have a chance of understanding why communism failed (although I may know this already) and also because I understand the question-

 'how is it possible to feel nostalgia for a world i never knew?'

a clip from Motorcycle diaries, 2004 academy award winning movie-

And one of the seven wonders of the world- The Incan civilization's Machu Pichhu, Peru -