If you’ve heard of The Fault in Our Stars, the recently released movie based on John Green’s bestselling book, you’ve probably heard that it’s about teenagers with cancer. And while this is true—the main characters, Gus and Hazel, meet in a teenage cancer support group—one of the movie’s greatest triumphs is not letting the characters be defined by their cancer.
Updike's religious explorations are what make his writing so interesting, and Adam Begley explores them well. But he devotes too much space to trying to link fictional settings and characters with Updike's real life.
There are no plumy accents when traveling by coach, just ordinary people going about extraordinary lives. The bus grinds through small, forgotten villages, stops for elderly women with rheumy eyes dragging plaid shopping trolleys, stops for old men under flat woolen caps, hearing aids at odd angles whistling in their hairy ears, stops for weary young mums with impossibly complex prams. We bump by sodden fields of sheep, into market towns no longer proffering produce, only plastic. Yet three times on this journey I have seen standing stones, great, gray plinths alone in fields, reminders of time immemorial, reminders there is more than what appears to be. They watch us hurtle by.
“Our best college students are very good at being critical. In fact being smart, for many, means being critical,” says Wesleyan University president Michael S. Roth. In the last half century an emphasis in education on inquiry has been reduced to exposing error and undermining belief. Not only does this stance not get college graduates very far later in life, “fetishizing disbelief as a sign of intelligence” has diminished our culture. Liberal learning, argues Roth, should have an equal commitment to finding meaning in culture and becoming absorbed in creative and compelling work (New York Times, May 10).