Informative and inspiring but somewhat marred by a self-congratulatory tone.
The founder and CEO of the nonprofit Pencils of Promise explains the secret of his success: reliance on social media and “cause marketing.”
In 2008, Braun left his career as a management consultant to devote himself to global education. His first plan was to build schools for impoverished children in Asia, Latin America and Africa. Encouraged by his initial success, he expanded his goal. “I wasn't just interested in building one school anymore,” he writes. “I wanted to build a movement that changed people's perception of charity.” In 2013, PoP built its 100th school, in Ghana. The author credits his upbringing for his remarkable success. Although he was raised in an affluent environment, he was never allowed to develop a sense of entitlement. While an undergraduate at Brown University, he joined the Semester at Sea program. His near-death experience during a ferocious storm at sea and the poverty he witnessed backpacking in Asia altered his life. “I now knew my life had a purpose,” he writes. The author's choice of a name for the nonprofit was inspired by an experience during his travels; he asked a boy what he would choose if he could have anything he wanted. Despite Braun's prestigious Wall Street job, by his 25th birthday, his life felt empty, so he took on an after-hours project to fundraise for a Cambodian school. Then, with help from a wide circle of friends, he decided to strike out on his own and raised $25,000 to build a school in Laos. He solicited practical and financial support from personal friends and a growing Facebook group, and he was able to elicit backing from the business community. The author skillfully weaves together his personal memoir and the professional challenges he faced.
Informative and inspiring but somewhat marred by a self-congratulatory tone.Pub Date: March 18, 2014
ISBN: 978-1-4767-3062-2
Page Count: 288
Publisher: Scribner
Review Posted Online: Jan. 19, 2014
Kirkus Reviews Issue: Feb. 1, 2014
Occasionally wonky but overall a good case for how the dismal science can make the world less—well, dismal.
“Quality of life means more than just consumption”: Two MIT economists urge that a smarter, more politically aware economics be brought to bear on social issues.
It’s no secret, write Banerjee and Duflo (co-authors: Poor Economics: A Radical Rethinking of the Way To Fight Global Poverty, 2011), that “we seem to have fallen on hard times.” Immigration, trade, inequality, and taxation problems present themselves daily, and they seem to be intractable. Economics can be put to use in figuring out these big-issue questions. Data can be adduced, for example, to answer the question of whether immigration tends to suppress wages. The answer: “There is no evidence low-skilled migration to rich countries drives wage and employment down for the natives.” In fact, it opens up opportunities for those natives by freeing them to look for better work. The problem becomes thornier when it comes to the matter of free trade; as the authors observe, “left-behind people live in left-behind places,” which explains why regional poverty descended on Appalachia when so many manufacturing jobs left for China in the age of globalism, leaving behind not just left-behind people but also people ripe for exploitation by nationalist politicians. The authors add, interestingly, that the same thing occurred in parts of Germany, Spain, and Norway that fell victim to the “China shock.” In what they call a “slightly technical aside,” they build a case for addressing trade issues not with trade wars but with consumption taxes: “It makes no sense to ask agricultural workers to lose their jobs just so steelworkers can keep theirs, which is what tariffs accomplish.” Policymakers might want to consider such counsel, especially when it is coupled with the observation that free trade benefits workers in poor countries but punishes workers in rich ones.
Occasionally wonky but overall a good case for how the dismal science can make the world less—well, dismal.Pub Date: Nov. 12, 2019
ISBN: 978-1-61039-950-0
Page Count: 432
Publisher: PublicAffairs
Review Posted Online: Aug. 28, 2019
Kirkus Reviews Issue: Sept. 15, 2019
SEEN & HEARD
American schools at every level, from kindergarten to postgraduate programs, have substituted ideological indoctrination for education, charges conservative think-tanker Sowell (Senior Fellow/Hoover Institution; Preferential Polices, 1990, etc.) in this aggressive attack on the contemporary educational establishment. Sowell's quarrel with "values clarification" programs (like sex education, death-sensitizing, and antiwar "brainwashing") isn't that he disagrees with their positions but, rather, that they divert time and resources from the kind of training in intellectual analysis that makes students capable of reasoning for themselves. Contending that the values clarification programs inspired by his archvillain, psychotherapist Carl Rogers, actually inculcate values confusion, Sowell argues that the universal demand for relevance and sensitivity to the whole student has led public schools to abdicate their responsibility to such educational ideals as experience and maturity. On the subject of higher education, Sowell moves to more familiar ground, ascribing the declining quality of classroom instruction to the insatiable appetite of tangentially related research budgets and bloated athletic programs (to which an entire chapter, largely irrelevant to the book's broader argument, is devoted). The evidence offered for these propositions isn't likely to change many minds, since it's so inveterately anecdotal (for example, a call for more stringent curriculum requirements is bolstered by the news that Brooke Shields graduated from Princeton without taking any courses in economics, math, biology, chemistry, history, sociology, or government) and injudiciously applied (Sowell's dismissal of student evaluations as responsible data in judging a professor's classroom performance immediately follows his use of comments from student evaluations to document the general inadequacy of college teaching). All in all, the details of Sowell's indictment—that not only can't Johnny think, but "Johnny doesn't know what thinking is"—are more entertaining than persuasive or new.
Pub Date: Jan. 4, 1993
ISBN: 0-02-930330-3
Page Count: 400
Publisher: Free Press
Review Posted Online: May 19, 2010
Kirkus Reviews Issue: Nov. 1, 1992
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