PROBLEMS VS. CONUNDRUMS

                     

 I’ve been meditating on the familiar opposition of “problem and dilemma” for possible application to my theories regarding the narrative interactions of lateral meaning and vertical meaning. The regular opposition goes as follows:

 

A problem is a difficulty that has to be resolved or dealt with while a dilemma is a choice that must be made between two or more equally undesirable alternatives.

 

For reasons I’ll discuss shortly, the idea of the “problem” aptly sums up the literary appeal of a text’s lateral meaning, because this is the part of the story in which the reader primarily invests himself, to see how the main character deals with the difficulties he faces, even if said character’s solution may be to avoid said difficulties.

 

However, “dilemma” in no way sums up the appeal of a text’s vertical meaning for readers. So, as my title suggests, I’m substituting the concept of the “conundrum,” variously defined as “an intricate and difficult problem” or “a difficult problem, one that is almost impossible to solve.”

 

My last major statement regarding the lateral and vertical forms of meaning appeared in 2016’s THE LONG AND SHORT OF WILL. In the passage that follows, I didn’t utilize the term “vertical meaning,” since at the time I was preoccupied with seeing how that meaning could expressed by the joint terms “overthoughts and underthoughts,” but both of these together were always intended to make up my concept of vertical meaning.

 

Plainly, what I call a work's "lateral meaning," glossed with a combination of two of Jung's psychological functions, is confined to what sort of things happen to the story's characters (sensation) and how they feel about those developments (feeling). The function that Jung calls "intuition" finds expression through the author's sense of symbolic combinations, which provides the *underthought* of a given work, while the function of "thinking"finds expression through the author's efforts at discursive cogitation, which provides the work's *overthought.* It's possible for a work to be so simple that both its underthought and overthought amount to nothing more than cliched maxims, like "good must triumph over evil," but even the most incoherent work generally intends to engross the reader with some lateral meaning.

 

Nowadays I would reword this statement to elide the reference to overthoughts and underthoughts, because over time I have began to find these terms cumbersome. From my current position it’s easier to speak of all these narrative meanings in terms of their potentiality-alignments: “lateral meaning,” which is comprised of the kinetic and dramatic potentialities, and “vertical meaning,” which is comprised of the didactic and mythopoeic potentialities.

 

As for the essay’s observations on the concepts of “close sight” and “far sight,” these remained unchanged, and the notions of “the problem” and “the conundrum” can be used to symbolize the different ways each of the meaning-formations appeal to readers.

 

As stated above, the lateral meaning is that which presents the reader with the immediate, close-range difficulties in the lives of one or more characters, difficulties which must be solved in some fashion, just as difficulties in the reader’s real life must be solved in some way (even if the reader, like the fictional characters, may make the wrong choice).

 

Vertical meaning, however, is the part of the story that allows the reader to contemplate the character’s conflicts from the long-range view, with the understanding that those difficulties metaphorically embody some “conundrum” regarding the nature of human life. The conundrum exists alongside the problem, and since it’s more abstract in nature, the reader doesn’t necessarily expect to see the conundrum solved, even badly, because it embodies some intellectual or imaginative conflict inherent in human life.

 

Rather than starting with an example drawn from high culture, like HAMLET or LIGHT IN AUGUST, I will begin with applying the conundrum-concept to the two examples of mythopoeic and sub-mythopoeic meanings seen in my essay regarding two Silver Age ATOM stories. Both stories dealt with the Tiny Titan's battles against an insect-themed villain, the Bug-Eyed Bandit, produced by the same creative team and within months of one another. Though I was primarily oriented on the second of the two stories to show its qualifications as a mythcomic, I also included a rationale as to why the earlier story did not qualify as a mythcomic. I argued that the first “Bug-Eyed” story did not have a strong cosmological meaning, because the villain used generic robot-insects against the hero. However, in the second “Bug-Eyed” story, author Gardner Fox more strongly patterned the robot-insects on the capabilities of real insects. This narrative strategy produced a fictional “simulacrum of knowledge” and thus gave the story a stronger mythopoeic meaning. In both stories, the hero's problem is identical; to defeat the villain, primarily through the use of kinetic displays of force. (One story also has a very minor dramatic problem, to keep the villain from kidnapping an old flame, but the kinetic problem is paramount.) There is no didactic conundrum, but the amplification of the villain's insect-theme provides a mythopoeic conundrum; one best summed up as a fascination with biological adaptations in real animals.  

Now, neither of these comic-book stories makes any pretension toward the didactic form of virtual meaning, so a more complex example is needed to show how didactic and mythopoeic conundrums may exist separately or work in tandem.

 One of the most familiar master-threads found in “Classic” STAR TREK pertains to the crew of the Enterprise seeking to interact with more primitive peoples without violating the “Prime Directive” by interfering with the primitives’ cultures. The second-season episodes “Friday’s Child” and “A Private Little War” both deal with the same range of kinetic and dramatic problems that arise when the Federation’s political rivals, the Klingons, attempt to gain favor with primitive peoples without showing the Federation’s high-minded restraint. In “Child,” a Klingon agent abets an ambitious warlord to overthrow a ruler who is friendly toward the Federation. In “War,” Klingons give relatively advanced weapons to one tribe of planetary primitives to use against another tribe.

In both stories, the Enterprise-crew must seek to mitigate the Klingons’ influence, and so the “problems” that involves the lateral meaning are virtually identical, even if the solutions are not. “Child” is more of a straight thriller, with no deep reflections about the effects of both Klingon Empire and Federation upon the lives of the primitives. “War,” on the other hand presents the viewer with conundrums that invoke both the didactic and the mythopoeic potentialties. The didactic conundrum is the more obvious, since most viewers would have noted the direct parallels to the then-current Vietnam War, in which Americans had to continually arm their allies in order to offset the forces empowered by the rival superpower of Red China. Allegedly the original script was far more caustic regarding the activities of the “Americans,” i.e., the representatives of the Federation, and series showrunner Gene Roddenberry reworked the didactic conundrum so that it implied that the heroes had to do what they did to prevent the spread of Klingon influence. Not having seen the original script, I can’t say whether or not its author utilized the same mythopoeic tropes that appeared in the finished, Roddenberry-edited script. However, because of the way Roddenberry changed the didactic meaning, the mythopoeic meaning changes somewhat as well. When at the climax Kirk muses that they must introduce “serpents” into this planetary “Eden,” the meaning carries a sense of a less didactic, more mythopoeic conundrum. The implication is that, even as the expulsion of Adam and Eve from Eden provided humankind with a chance for self-determination, Kirk’s ambivalent gift, putting more advanced weapons in the hands of the planetary primitives, may also be a rough but necessary means of setting the natives on their own course of self-determination.

 

As with the two ATOM stories, the problems in the two TREK stories are the same as far as involving the viewer in the travails of the main characters. However, “Private Little War” suggests an enduring conundrum that supervenes the particular problems of the particular situation. “Friday’s Child” implies a possible conundrum but does not seek in articulating it in terms of either the didactic or mythopoeic potentialities.

It's worth mentioning a couple of TREK examples which register only in terms of either a didactic or a mythopoeic conundrum. The third-season episode "The Savage Curtain" places Kirk and Spock in the position of "acting out" the struggle between good and evil for the education of some very literal-minded aliens, the Excalbians. The didactic conundrum implies that the struggle between good and evil-- essentially defined as altruism and selfishness-- is a difficulty that never ceases to confront mankind, no matter what happens to any particular heroic protagonists. But despite the evocation of legendary figures from Earth and from Vulcan-- whether historical like Abraham Lincoln and Genghis Khan, or made-up types like Sarek and Colonel Green-- none of these characters make strong use of any symbol-tropes. Even the appearance of a vaguely witchy villainess named "Zora" is given no stature as an incarnation of female evil, in marked to comparison to the "Lady Macbeth"-styled villainy of Nona from "Private Little War."

In my reviews of the first four STAR TREK theatrical films, though, I was rather surprised that the one with the weakest dramatic problem was also the one with the strongest mythopoeic conundrum: STAR TREK THE MOTION PICTURE. The closest thing the film comes to a didactic conundrum is its attempt to show Mister Spock's vaunted logic as inferior to human emotion, but this is underdeveloped in contrast to the predominant mythopoeic conundrum: that of depicting a newly-born machine intelligence recapitulating its creators' need for emotional connection, and enacting a hieros gamos with a human being in order to gain said connection.

I indicated above that I was cycling out the terminology of "overthought and underthought," originally derived from the poet Gerard Manley Hopkins by way of Northrop Frye. I think the terms had a certain usefulness to me, indicating that the "overthought" springs from conscious, often utilitarian forms of thought while the "underthought" springs from subconscious, more playful cogitations. But I value symmetry above everything, and so in future I may start using the following terms:

KINETIC PROBLEM-- how a protagonist solves a short-range problem with the use of kinetic applications, usually in the forms of "sex and violence." Aligned with Jung's "sensation function."

DRAMATIC PROBLEMS-- how a protagonist solves a short-range problem with the use of dramatic interactions with other characters. Aligned with Jung's "feeling function."

DIDACTIC CONUNDRUM-- how a protagonist reacts to a long-range conundrum through didactic assessments. Aligned  with Jung's "thinking function."

MYTHOPOEIC CONUNDRUM-- how a protagonist reacts to a long-range conundrum through symbolic embodiments. Aligned with Jung's "intuition function."