Sean O’Conaill © Doctrine and Life 2002
Back in 1977 in Dublin I took my daughter aged seven and my eldest son, five, to see the first of George Lucas’s Star Wars films, now entitled A New Hope. When we got home the five-year-old solemnly related the entire plot, scene by scene, to his grandfather. The latter was so impressed that he just had to watch the Christmas TV premiere a few years later, aged about 70 – totally enthralled. Our attic still holds boxes of the spin-off merchandising that boomed in the wake of the series and made Lucas one of the wealthiest and most influential figures in cinema.
All of these films centre on the struggle of the Jedi knights – assisted by the light side of ‘The Force’ – against the disciples of the dark side, especially the towering Darth Vader. Half man, half glistening ebony machine – head and face hidden by a black mask like the coal-scuttle helmet worn by the Wehrmacht in World War II – the cloaked Vader strode onto the deck of a captured starship in the very first sequence of A New Hope, and became every child’s icon of dread. In the latest film, Attack of the Clones, the second ‘prequel’ to the first-produced series, we are to learn how it was that Vader, who had himself been a Jedi apprentice, began his journey to the dark side.
(Lucas originally conceived an epic series of nine films – three series of three. He made the middle series first, and is now two-thirds of the way through the first series. He presently insists he won’t actually complete the last three – but somebody probably will.)
The whole story, we are told, took place in a distant galaxy ‘long, long ago and far away’, where a multi-world republic is subverted by a sinister imperial tendency linked with the dark side. This device allows Lucas to blend elements of medieval knight-errantry with inter-stellar technology, ancient myth and mysticism – to tell the kind of riveting yarn that earlier generations would have experienced in the Arthurian knights of the round table.
The preferred weapon of the Jedi is not a ‘blaster’ – a projectile weapon – but a light sabre, a sword whose blade is a shaft of luminous energy. This weapon not only allows Lucas to recreate the fencing duels of Robin Hood and the samurai in a different cosmos, but to explore the idea of ‘the Force’ itself. Letting the Force flow through him, the Jedi can learn to anticipate and use his light sabre to deflect a plasma bolt fired at himself. (Jedis typically try diplomacy before resorting to defensive violence.)
What is the Force? The script limitations of an action film don’t allow Lucas much scope for theology, and on the whole this is probably just as well. Luke Skywalker, the hero of the first-produced films, is schooled by the old Jedi, Obi-Wan Kenobi, as follows:
“The Force is what gives a Jedi his power. It’s an energy field created by all living things. It surrounds us and penetrates us. It binds the galaxy together.”
Observing this lesson, the contraband smuggler Han Solo laconically observes: “Hokey religions and ancient weapons are no match for a good blaster at your side, kid.”
Solo’s hard-bitten pursuit of profit serves as counterpoint to Luke’s search for a cause. However, Solo is also smitten by Princess Leia, leader of the republican remnant. She can handle a blaster as well as anyone – and this earned her points with seventies children, despite her very impractical coiffure of two enormous side buns which must have given her a headache.
Meanwhile Darth Vader, on the enormous pursuing battle cruiser, is demonstrating the power of the dark side to a sceptical imperial officer by raising him by the throat from his seat with an invisible hand.
Pushing the special effects of the 1970s beyond their previous limits Lucas achieved in A New Hope an unprecedented persuasiveness for the science fiction genre. Using profits from the spin-off merchandising he stayed at the leading edge in this field, designing state-of the-art cinema technology in both sound and vision. The latest film was shot with specially designed digital movie cameras – heralding the end of the ‘spool’ era, and the distribution of all movies by digital means. (Though it will take time for all cinemas to make use of this.)
Lucas, raised as a Methodist and later influenced by the cult mythology guru Joseph Campbell, tells us that he introduced the idea of the Force to get children to think about spirituality. “Rather than do some angry, socially relevant film, I realised there was another relevance that is even more important – dreams and fantasies, getting children to believe there is more to life than garbage and killing and all that real stuff like stealing hubcaps. A whole generation was growing up without fairytales.”
Elsewhere, expanding on this he says: “I put the Force into the movie in order to try to awaken a certain kind of spirituality in young people–more a belief in God than a belief in any particular religious system. I wanted to make it so that young people would begin to ask questions about the mystery. Not having enough interest in the mysteries of life to ask the question, ‘Is there a God or is there not a God?’–that is for me the worst thing that can happen. I think you should have an opinion about that. Or you should be saying, ‘I’m looking. I’m very curious about this, and I am going to continue to look until I can find an answer, and if I can’t find an answer, then I’ll die trying.’ I think it’s important to have a belief system and to have faith.”
Interviewed about his latest film and asked if he knows yet what turns Anakin Skywalker, the nine-year-old hero of the last film, into Darth Vader in the next, Lucas answered:
“Yes, I know what that is. The groundwork has been laid in this episode. The film is ultimately about the dark side and the light side, and those sides are designed around compassion and greed. The issue of greed, of getting things and owning things and having things and not being able to let go of things, is the opposite of compassion – of not thinking of yourself all the time. These are the two sides – the good force and the bad force. They’re the simplest parts of a complex cosmic construction.”
So, the light side of the Force demands that its disciples, the Jedi, master themselves in order to use the Force, which gives them powers of mind control, anticipation and telekinesis (a limited ability to move objects with the power of thought). Interestingly also they are supposed to remain celibate – another of the things that the nineteen year old Anakin Skywalker has problems with in the latest film!
It’s no secret now that Anakin, who will transmute into Vader in the next and last ‘prequel’, is Luke’s own father. We learned this in The Empire Strikes Back – when Luke was learning to control his own impulsiveness. Obi-Wan Kenobi, played majestically in the first series by Alec Guinness, had been Anakin’s mentor before he became Luke’s. In A New Hope Obi-Wan fought a final duel with Vader, dematerialising as Vader’s light sabre swept through him. Then he became a wraith who returned to mentor Luke at the climax of the film, the breathtaking battle with the Death Star, a space battle station the size of a small planet. Luke’s mentoring was continued by the diminutive Yoda, drawn by computer in this latest film.
Luke learns from Yoda in Empire that he himself is his own most dangerous opponent, and loses his arm in a duel with Vader. His sidekick Han Solo is immured in a block of ice at the climax, but resurrected in part three – Return of the Jedi. In that film Luke manages to control his anger, resisting torture to give his father, Anakin/Vader, a chance of redemption. Does Vader take it? Go watch the film, which will certainly be reprised soon in the wake of the prequel. (Digital TV will probably run all of the previous four films in plot sequence.)
Although it’s at first sight odd that Lucas would tell the story of the son before that of the earlier life of the father, it’s also oddly right – as evil for the 1970s generation is the more important problem to understand just now, especially for an America fascinated by military technology and sure of its own virtue. Anakin was a nine-year-old slave in
Phantom Menace, recruited to the Jedi because of his uncommon empathy with the Force. His journey to the dark side is for me almost as compelling as that of the youthful Michael Corleone in the Godfather series – that other transposition of a medieval family honour code into a twentieth-century republican setting. It’s also right that new generations of children will have immediate access on video and digital TV to Vader’s chance of redemption by his own son – something that couldn’t happen to Michael’s father, the brooding Vito, played by Marlon Brando.
Although Lucas has been criticised for ‘mindless hokum’ it is remarkable that anyone in mass entertainment should set out to deal seriously with the themes of good and evil, self-control, self-sacrifice, corruption, redemption – and even life-after-death – in a medium seemingly designed for popcorn and short attention spans. His meticulous eye for detail in the design of everything from starship interiors to planetary topography, clothing, strange animals and robots create a visual feast for children of the space age.
My fascination with these films began as soon as I saw my own children hooked. They tell us that most children are still thrilled by ancient themes of heroism and self-sacrifice – and in need of a spirituality, a sense of a deeper reality lying behind the one-dimensional digital world that we now live in. As this planet’s own beauty is increasingly tortured by technology, an escape into the awesome mysteries of the unexplored extra-terrestrial cosmos becomes increasingly necessary for rising generations, and Lucas has done as much as Gene Roddenberry (the creator of
Star Trek) to liberate the child’s cosmic imagination.
The films also show us what Cervantes dealt with in Don Quixote – the power of male nostalgia for a role in which knightly virtues of discipline, military skill and valour still make sense. We long for a world in which good and evil appear in such stark contrast that choices become easy again, and our own role becomes clear. In the wake of what US citizens now call 9/11 we also need a mass cultural experience that will allow angry Christians to reflect on how this very anger, encased in awesome military hardware, can easily shift the West again to the dark side of another civilisation’s experience. (There’s absolutely no sign that Christian fundamentalism is making any effort to develop that understanding.)
And although the technologies on view in that distant galaxy are awesome, Lucas is at pains to underline the dangers and limits of technology itself. Vader’s lack of compassion is connected with the fact that he is mostly prosthesis. A New Hope conveys the message that technology can be a hindrance to spirituality. At the climax of the battle with the Death Star, Luke prepares to use a complicated computerised bomb sight to lob a small nuclear device down a narrow shaft in the battle station to detonate at its heart. At Obi Wan’s whispered command he pulls this technology aside and trusts to the Force instead. The subsequent detonation was cheered wildly in all cinemas in the US in 1977. Youthful courage, spiritually empowered, had transcended even the computer age.
That there is indeed a cosmic spiritual ‘force’ or power for good is an essential part of the Christian message, and that courage and self-sacrifice express this power most nobly is part of that message also. Do we need to worry that Lucas does not introduce explicit Christian concepts such as the Trinity and grace, and above all the truths of the personhood of God and the incarnation? Just a little – but these lacunae give all teachers their own role and relevance – and after all we don’t know yet how redemption is achieved in other galaxies! (Although we can be sure that fundamentalism won’t cut it.)
And the fact that the hero of the present series transmutes into the villain of the second gives scope for raising with older children the sophisticated issue of the ambiguity of all military heroism – the fact that great evil can flow from the age-old association of heroism with violence. This, after all, was the tragedy of Christendom – its beautiful origin in a rejection of violence and its disgrace in the wake of the military adventurer Constantine’s confusion of cross with sword. (The stories of the search for the Holy Grail by Arthur’s knights were a mediaeval attempt to reconcile those contradictions.)
That five-year-old who encountered the Force for the first time in 1977 is now a thirty-year-old computer programmer. He doesn’t think that children as children really ‘get’ the Christian echoes of these films explicitly, but sees them now himself. ‘Star Wars’ remains a vivid memory for all three generations still, and exercises a mysterious fascination as a shared experience that annihilates the almost sixty years between us. And all three will again get to see Attack of the Clones this year, God willing.
We worry greatly these times about the growing gap between adolescents and the mean age of clergy. How does one go about teaching Christianity to the children of cool? Nothing is more certain than that we all need to experience at least some of what’s cool, and start from there. Lucas gives us reference points, characters and visuals that everyone in Christian education, and every parent, can know and make use of.
So this summer all you uninitiated Jedi should ‘get out more’, switch off your theological bomb sights, let the Force flow through you, and then go figure out how to explain why prayer, grace and the Holy Spirit are so much cooler. And make sure it’s all in a film script that will have children of all ages cheering their heads off.