Introduction
The novel, The Curious Incident of the Dog in the Night-time, uses many symbols, themes and motifs to deliver its message. The narrator in the novel, Christopher John Francis, perceives himself a mathematician. The protagonist in the novel attempts to solve the murder of a large black poodle that belongs to Mrs. Shears. While many approaches are at the disposal of Christopher, he chooses to employ logic is solving the murder. The plot of the novel shows the love for logic and mathematics that Christopher has and how he uses it to solve his daily problems. Through the character of Christopher, the author of the novel comments on the constrained lives people with social disorders and the flavor we can add to our lives by learning from them.
Discussion
As highlighted earlier, Christopher shows his love for mathematics and logic throughout the novel. His love for mathematics and logic is inspired by very many factors. In order to understand why Christopher loves mathematics and logic, one has to look at other motifs in the novel. The motif of frustration with Christopher offers a glimpse into why he likes mathematics and logic. Christopher has difficulties in communicating with the other characters in the novel. For instance, Christopher has a hard time comprehending metaphors (Oller & Oller, 2010).
Additionally, Christopher finds difficulties with nonverbal communication cues like facial expressions, body language, and tonal variation. As such, Christopher has the tendency to take things literary. One has to give him direct instructions in order for him to understand and follow the command. Due to his condition, his social skills are badly affected. As such, it is easier for him to understand things that are logical and standard (Arwood, Kaulitz & Brown, M. 2009). Mathematical formulas are standard and do not change over different situations. Christopher would better identify with logical things because he is handicapped socially speaking.
Christopher’s fascination with science and technology also explain his love for mathematics and logic. Throughout the novel, we see frequent asides concerning science and technology. For instance, the novel vividly paints his fascination of space shuttles and astronauts. There is also a recurrence of his amusement with the working of the human mind and alien life forms throughout the novel. From these instances, we see his fascination with subjects that are logical. These subjects include mathematics and physics. His love for these subjects is inspired by the comfort that he feels with the subjects. Consequently, he thinks and ponders about these topics constantly (Jochimsen, 2010).
Christopher likes mathematics and logic because they allow him to put his life into perspective. As such, he is able to cope and deal with the difficulties and challenges he faces in his life. This is evidenced by his fascination with subjects that have a greater scope than human life. Some of these subjects include the nature of stars and the association inherent between space and time. In his description, these are the molecules of life. Understandably, Christopher is able to downplay the effect of different challenges in his life by focusing on other things that he perceives to have a greater scope than human life (Chakrabarti & Joardar, 2009).
Mathematical problems and logical puzzles help Christopher to order and organize his thinking. For instance, Christopher uses the Monty Hall problem to show how his intuitive feelings about Mrs. Shears were wrong. Mathematical problems and logical puzzles are Christopher’s principal means of creating a sense of security. This is shown throughout the novel; although they appear more frequently when he perceives fresh information that he has not conceptualized. They also occur when he experiences a disturbing or confusing event. The use if maps, mathematical problems and logical puzzles offer Christopher a strategy to use when a challenge has too many variables that deter him from reaching a clear solution (Adkins & Larkey, 2013).
Numbers and rationality are presented in a very captivating way throughout the novel. One of the motifs in the novel is science and technology. Central to this motif are two subjects; mathematics and physics. Numbers are presented in the novel as a way for Christopher to validate himself. Christopher is preoccupied with the A-level mathematics tests in order to prove to himself and others that he is superior to the other classmates. His recognition that he is gifted in science and mathematics gives him a general feeling of superiority, his social handicap notwithstanding. Numbers in this instance are presented as a solace that Christopher runs to for validation (Haddon, 2003).
Throughout the novel, numbers are presented in a manner to depict the nature of Christopher vis-à-vis other characters. For instance, Christopher uses order and rationality to visualize the universe. The use of numbers contrasts this to Meursault’s views that are both irrational and un-ordered. Unlike Christopher, Meursault is unorganized and lives life without any sense of order. Additionally, Christopher feels like everything in his life has to appear in a certain order because of his autism disorder (Clements & Zarkowska, 2001). Christopher knows all the prime numbers, and it is no wonder that the chapters in the book are presented in prime numbers. This is particularly a peculiar manner of numbering a novel. This is not a mere coincidence, but a reflection of the nature of Christopher’s lifestyle. As such, numbers are used in the novel to show his nature as a direct, stubborn, clever and a perfectionist who prefers a scientific explanation for every phenomenon.
Rational thinking is depicted as the better way of approaching challenges throughout the novel. Christopher was wrong about Mrs. Shears the one time he relied on his intuitive feelings. However, he rectifies that by applying rational thinking processes through the use of the Mont Hall Problem. Rationality in the novel is synonymous with Christopher. His perspectives are extremely logical that is almost effortless for the reader to identify with Christopher’s use of his rational. The use of rationality in the novel also makes the novel compelling; especially when the other characters and the reader picks on different social cues that the narrator is incapable of picking.
Through the use Christopher as a character, the novel embellishes the use of logical though in solving problems. The feats made by Christopher in solving the death of the poodle rubber-stamp the use of rationality and logic in solving problems. The novel also comments on the tragic nature of being socially constrained by a disorder (Thambirajah, 2011). The idiosyncrasies of Christopher endear him as a character to the reader. They also encourage the reader to be accommodative of others in the society.
Conclusion
Christopher is a very captivating character from whom we learn in a double whammy manner. From the character, we learn of the importance of rationality and logic in solving our daily challenges. The novel continually shows how he used the two to get ahead in his constrained life. Additionally, we learn of the lives that fellow human beings with social disorders lead. From this, the reader is endeared by their efforts to get along. This motivates one to be accommodative from an informed perspective.
References
Adkins, J., & Larkey, S. (2013). Practical mathematics for children with an autism spectrum disorder and other developmental delays. London. Jessica Kingsley Publishers
Arwood, E. L., Kaulitz, C., & Brown, M. M. (2009). Visual thinking strategies for individuals with autism spectrum disorders: The language of pictures. Shawnee Mission, Kan: APC
Chakrabarti, B. B., & Joardar, K. (2009). Language and grammar. New Delhi: Northern Book Centre.
Clements, J., & Zarkowska, E. (2001). Behavioural concerns and autistic spectrum disorders: Explorations and strategies for change. London: J. Kingsley.
Haddon, M. (2003). The curious incident of the dog in the night-time. London: Jonathan Cape
Jochimsen, M. (2010). Coherence and the textual function in "The curious incident of the dog in the night-time". München: GRIN Verlag GmbH.
Oller, J. W., & Oller, S. D. (2010). Autism: The diagnosis, treatment, & etiology of the undeniable epidemic. Sudbury, Mass: Jones and Bartlett.
Thambirajah, M. S. (2011). Developmental assessment of the school-aged child with developmental disabilities: A clinician's guide. London: Jessica Kingsley Publishers.
