After the Dark (2013)
★ / ★★★★
Twenty-one select students, all high achievers, attend school in Jakarta to study philosophy led by Mr. Zimit (James D’Arcy). It is the final session until everyone must return to their respective countries and so Mr. Zimit poses a thought experiment: a nuclear holocaust has occurred on a global level and there is a bunker nearby. However, the bunker can accommodate only ten people for a year. If more than ten were to live in the bunker, everyone would be sure to die of hypoxia. The students must decide which ten must live in order to repopulate the planet and reestablish civilization.
“After the Dark,” written and directed by John Huddles, has a whole lot of characters but fails to pose enough thought-provoking or challenging questions. I took only one philosophy course as an undergraduate student in biological sciences and even that class—though focusing mainly on elementary concepts, ideas, important figures of the discipline, and how to ask or phrase questions—is more entertaining than having to sit through a hundred minutes of what comes off as an expensive rehearsal.
One of the main problems is the screenplay coming alive too late in the game. The first three-quarters is so self-serious and self-important at times that it does not give enough room to welcome those who may not be interested in philosophy. This is why Chips (Daryl Sabara), a supporting character, earns the title for being the most memorable of the bunch. There is only one sequence that features a character really having fun with what is being discussed or tackled. The less is said about it, the better. I found it to be imaginative, full of energy, and very amusing. Why doesn’t the rest of the picture function on that level?
A sort of romance lies in the center. I guess James (Rhys Wakefield) and Petra (Sophie Lowe) are supposed to be interesting as a couple since each attempt at solving the thought experiment involves the two of them wanting to be together. While Wakefield and Lowe do look good physically as a couple, their characters—when apart—are quite blank. Mr. Zimit considers James to be unworthy of his seat in the classroom while he considers Petra as his brightest student. And yet I was neither convinced that James was less smart compared to the rest of the class nor Petra the most intelligent.
Perhaps part of the problem is that the film never bothers to show the students being really engaged in intense debates with regards to who should make it in the bunker. Scenes where they are supposed to be showing how they reason are edited so quickly that we never get a chance to take the time and appreciate the complexities or implications of their arguments. Thus, the students often come off immature and emotional. Why are some of them (Bonnie Wright) taking the thought experiment so personally as if the whole thing weren’t hypothetical?
The visual effects with respect to the nuclear holocaust look cheap. I would rather have not seen atomic bombs exploding or fire devouring the land. Why not adopt a simpler and more elegant approach: letting the audience imagine a nuclear apocalypse instead of having to spell everything out as if we had not seen nuclear destruction in other movies prior. Therefore, not only do ideas come across shallow but so do the images. The writer-director’s execution is so poor that the film cripples the brain and shuts the eyelids.