Application of communication theories on “APassage to India”

“APassage to India”is a dramatized film of a novel of the same title by E. M. Forster that was published in 1924. The film, which was released in 1984, was authored and directed by David Lean. “APassage to India”addresses issues that came up during the British Raj (era of colonization in India) (Phillips, 2006, p. 57). The issues addressed in the film include British imperialism, racial tensions, the evils of colonialism, misuse of the law, and sexual repression of the era. Lean applied various communication theories in order to pass messages to the audience. The paper examines the Lean’s use of communication theories in “APassage to India”film. In particular, the paper examines Lean’s use of social–cultural, social psychology and semiotic traditions in the film. The paper describes each of the communication theories and examines the extent to which it is applied in the film.

Discussion

Robert Craig developed seven traditions that help to explain how communication takes place within a society (Littlejohn & Foss, 2008, p. 34). Each of the seven traditions identified by Craig focuses on a specific area or aspect of communication. Film makers apply various traditions in their attempt to convey messages to the audience. Semiotic tradition is one of the most significant communication theories that are used by Lean in “APassage to India”film. As Littlejohn and Foss (2008, p. 35) explain, semiotic tradition highlights the importance of using symbols and signs in communication and explains how they represent concepts and ideas through the perceptions and experiences of the audience. The audience applies his/her own perception and thoughts to interpret the meanings of signs and symbols present in a film.

“APassage to India” presents a story of a young woman, Ms Adela Quested and her elderly companion, Mrs. Moore, who decides to move from Britain to Chandrapore to see the “real India,” which is widely perceived as a land of Mystery and a land of riches. Mr Moore and Ms Quested find the nature of land in India as having different, unique features that are different from what they used to see in Britain. The author uses the Marabar Caves as a symbol to describe the alien nature of the land in India. In the film, Marabar Caves are described as being older than everything else on earth. The author adds that the caves embody emptiness and nothingness. The author goes ahead to describe the caves as “a little void on the earth” (Phillips, 2006, p. 57).

Further, the author of “APassage to India” uses a green bird as a symbol of disorder in India during the colonial period. When they arrive in India, Mr Moore and Ms Quested are welcomed by Mrs. Moore’s son, Ronny Heaslop, who works as a British magistrate (Phillips, 2006, p. 58). One of the reasons why Ms Quested travels to India is to meet Mr. Ronny, since they had formed a love engagement before Mr. Ronny moved to India. Ms Quested and Mr. Ronny decides to end their engagement, and as they discuss the issue, they spot a green bird on top of a tree under which they are seated (Paranjape, 2012, p. 95). Upon looking at it a second time, they are unable to distinguish between the green bird and the green leaves of the tree. Ms Quested suggests that the bird symbolizes the nature of India that is not yet explored. However, when the bird disappears, she realizes that whenever she tries to understand any aspect of India, it changes or disappears. In this regard, the author of the film uses the green bird to describe the muddle of India. At the same time, the bird symbolizes the tension and disagreement existing between the Indians and the Britons. The Britons are obsessed with naming, literalness and knowledge and they use such tools to gain power and to rule over the Indians. On the other hand, the Indians are more attentive to undertone, nuance and emotions (Paranjape, 2012, p. 95). While the Britons concentrate on labeling objects, the Indians note that labeling can limit the ability of an individual to focus on important details or issues. In short, the green bird symbolizes incompatibility between the shifting quality of nature in India and the Briton’s concentration on labeling.

Lastly, the author of “APassage to India” uses a wasp to symbolize the vision of the Indians of oneness of all human beings, irrespective of race or ethnicity. The Hindus perceive the wasp as a symbol of universal unity and oneness (Deutschmann, 2011, p. 161). The wasp is used in several instances in the film. For instance, Mrs. Moore finds a wasp in her room one day and appreciates it. The author uses an illustration of Mrs. Moore and the wasp to signify her openness to the Hindu culture. Mrs. Moore represents a small group of Britons who refused to conform to the ideas and beliefs held by a majority of the Britons who were skeptical towards the Hindu culture and who did not consider India as a home during the colonial era. However, the wasp is also perceived as the lowest creature that the Indians can visualize. As such, it also symbolizes the low vision of the Indians (Deutschmann, 2011, p. 161).

The author of “APassage to India” also uses the social-psychological tradition to describe the interaction and communication between different characters in the film. Socio-psychological tradition is a discipline that focuses on understanding the innate factors that influence an individual’s interaction with other people. Socio-psychological tradition, which is based on the socio-psychological theory, views human beings as having unique aspects that lead them to act in independent ways (Klyukanov, 2010, p. 76). The socio-psychological tradition focuses on an individual cognition and how different individuals behave in communicative contexts. The socio-psychological tradition is divided into three branches, namely behavioral theory, cognitive theory and biological theory (Craig & Muller, 2007, p. 103). All the three branches explain how an individual’s innate trait influences his/her communication behaviors.

In “APassage to India” film, the author portrays some characters as independent minded. For instance, Mrs. Moore and Ms Quested are presented as independent minded. Although they are Britons, their thoughts and beliefs are not influenced by the cultural ideas and beliefs held by the other Britons. Although Mrs. Moore brings Ms Quested to India so that she gets married to her son, Heaslop, she easily accepts it when Ms Quested decides to love Dr. Aziz. Mrs. Moore even befriends Dr. Aziz and supports their love with Ms Quested, unlike most of the Britons, who do not support the relationship. Unlike the other Britons, Ms Quested finds the Hindu culture attractive. She is open-minded and she focuses on knowing more about the Indians. She falls in love with Dr. Aziz, a young Muslim whom lives in India (Sinha, 2012, p. 79). As well, Cyril Fielding is also presented as an independent person who is not influenced by the other Britons. Fielding, a principal of a government college believes that it is essential to educate the Indians. Unlike most Britons, he has a sympathetic attitude towards the Indians. He befriends Dr. Aziz and supports him when he is falsely accused of raping Ms Quested. In fact, he is the only Briton who supports Dr. Aziz against the rest of the Britons. Although Mr. McBryde indicates that the Britons are superior in nature than the Indians, he is tolerant to the natives, unlike many Britons. He divorces his wife after realizing that she has an affair with Miss Derek and stands against group mentality of other Britons at Miss Derek, who insist that he should take her wife back (Sinha, 2012, p. 81).

Lastly, the author of “APassage to India” uses the social-cultural tradition to portray the behaviors of some of the characters in the film. The socio-cultural tradition is based on the socio-cultural theory that suggests that the behaviors of human beings are influenced by the social and cultural norms, values and beliefs. As such, the socio-cultural tradition proposes that an individual’s communication traits can be understood through evaluating the cultural norms, values and beliefs held by the group or community in which he/she belongs (Fortner, 2007, p. 15). There are seven branches in the tradition, namely symbolic interactionism, social construction, philosophy of language, ethnography and ethno-methodology. In general, the different branches describe communication with individuals and groups as being influenced by the overall social and cultural factors surrounding an individual, and not just the innate factors (Fortner, 2007, p. 15).

In“APassage to India,” some characters are presented as individuals with behaviors and attitudes that are influenced by the groups in which they belong to. When Mr. Moore arrives in India, she finds that her son, Heaslop, has changed. Although Heaslop used to love all people before he went to India, he is influenced by other Britons to hate the natives. Despite being educated, Heaslop has become prejudiced; he hates the Hindu culture and he is intolerant of the Indians (Sinha, 2012, p. 81). Mrs. Turton is also presented as a woman whose behavior has been highly influenced by the other Britons. She is presented as a prejudiced, rude and snobby Englidsh colonial wife (Sinha, 2012, p. 81). The Nawab Bahaduris a loyalist who workds at Chandrapore. He has been influenced by the Britons to hate the Indians and the Muslims. When he finds that Dr. Aziz has been acquitted, he is unhappy and even protests openly to the extent of giving up his title.

Conclusion

In conclusion, “APassage to India” is a good example of how communication theories are used in a film to communicate messages to the audience. Socio–cultural, social psychology and semiotic traditions are among the communication theories that are used in the film. The use of the communication theories in the film helps to bring the context of the colonial era in India to the audience.

REFERENCES

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Littlejohn, S. W. & Foss, K. A. 2008. Theories of Human Communication, Ninth Edition.

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