no assignment policy essay

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The impact of no homework policy: a comprehensive analysis.

Table of Contents

Introduction

The No Homework Policy, a revolutionary concept in the education sector, has been a subject of intense debate among educators, parents, and students alike. This policy, which aims to eliminate or significantly reduce homework, has been met with both applause and criticism. This article delves into the impact of the No Homework Policy, drawing from personal experiences of teachers and students who have been significantly affected by it.

The Traditional Role of Homework

Historically, homework has been viewed as an essential tool for reinforcing what students learn during the school day, preparing for upcoming lessons, and providing parents with a window into their children’s academic progress. However, critics argue that homework often leads to stress and burnout, infringes on students’ personal time, and exacerbates social inequalities.

The Student Perspective

From a student’s perspective, the No Homework Policy has had a profound impact. Many students have reported feeling less stressed and more able to balance their academic responsibilities with extracurricular activities and family time. However, some students feel that the policy has made it more difficult for them to retain information and fully understand the material taught in class.

The Teacher Perspective

Teachers, too, have had mixed reactions to the No Homework Policy. Some teachers feel that the policy allows them to focus more on in-class instruction and less on grading homework. However, others worry that without homework, students may not be getting enough practice with new concepts.

The Impact on Learning

Research has shown that homework can play a significant role in reinforcing the concepts taught in class. However, excessive homework can lead to burnout and stress, negatively impacting a student’s ability to learn and retain information. The No Homework Policy aims to strike a balance, reducing the burden of homework while ensuring that students still have opportunities to practice and reinforce what they’ve learned.

The Impact on Family Time

One of the significant benefits of the No Homework Policy is the potential for increased family time. With less homework to complete, students have more time to spend with their families, engage in hobbies, and simply relax and recharge. This can lead to improved mental health and overall well-being for students.

Effects on Educators

Educators have also experienced a variety of reactions to the No Homework Policy. For some, the policy has allowed them to shift their focus towards more in-depth in-class instruction, reducing the time spent on grading homework. However, there are concerns among others that the absence of homework may limit students’ opportunities to practice new concepts.

Influence on the Educational Landscape

The No Homework Policy has also left its mark on the broader educational landscape. It has challenged conventional norms and prompted educators to reconsider their teaching methodologies. While some educational institutions have welcomed the policy, others have shown resistance, resulting in a diverse array of practices across different schools and districts.

The Impact on Parent-Teacher Relationships

The No Homework Policy has also affected the relationships between parents and teachers. With less homework to monitor, parents may feel less involved in their child’s education. On the other hand, some parents have welcomed the policy, appreciating the reduced stress and increased family time it provides.

Implications for Student Success

The debate around the No Homework Policy’s influence on student success is ongoing. Some studies indicate that homework can boost academic outcomes, particularly for older students. Conversely, other research highlights that an overabundance of homework can lead to student burnout and disengagement, potentially negatively affecting academic success in the long term.

Final Thoughts

In wrapping up, the No Homework Policy is a complex issue with a broad range of implications. It’s evident that this policy has instigated significant changes in the experiences of both educators and learners. As we continue to navigate this conversation, it’s crucial to consider these personal experiences and aim for a balanced approach that encourages learning while also prioritizing the wellbeing of students and teachers.

Looking Forward

As we cast our gaze towards the future of education, it’s important to continually assess the effects of the No Homework Policy. As an increasing number of schools adopt this policy, we’ll gain a more comprehensive understanding of its impact on students, teachers, and the educational landscape as a whole. It’s also key to explore other strategies that can offer the benefits of homework, such as practice and reinforcement of learning, without leading to undue stress and burnout.

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Statement on the no-homework policy bills

PASIG CITY, August 28, 2019 – With its issuance of the “Guidelines on Giving Homework or Assignment to All Public Elementary School Pupils,” otherwise known as DepEd Memorandum No. 392, series 2010, the Department of Education (DepEd) reiterates its commitment to the holistic development of learners inside and outside the classroom.

The said issuance aims to enable learners to have more quality time with their parents, family, and friends by limiting the homework/assignment to a reasonable quantity on school days and by eliminating the same during weekends.

It is in this regard that the Department supports the no-homework policy proposed by legislators from the House of Representatives. By ensuring that they complete all assignments and projects in school, the no-homework policy enables our learners to find balance between their academic development and personal growth by having ample time for enjoyable activities with family.

The Department will further study the other provisions of the bills to determine the repercussions on the current teaching and learning process.

Home — Essay Samples — Education — Homework — Different Reaction Toward the no Homework Policy Every Weekends

Different Reaction Toward The No Homework Policy Every Weekends

• Categories: Homework

About this sample

Words: 1595 |

Published: Apr 11, 2019

Words: 1595 | Pages: 4 | 8 min read

Works Cited

• Debate.org. (n.d.). No Homework on Weekends: Should the Government Ban It? Retrieved from https://www.debate.org/opinions/no-homework-on-weekends-should-the-government-ban-it
• Harris, C. (2019). The Negative Effects of Too Much Homework. Retrieved from https://www.sylvanlearning.com/blog/index.php/the-negative-effects-of-too-much-homework/
• ASCD. (n.d.). Homework: Is It Beneficial for Students? Retrieved from http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/Is-Homework-Valuable¿-What-Does-the-Research-Say.aspx
• ABS-CBN News. (2017). DepEd Orders No Homework on Weekends for Elementary Students. Retrieved from https://news.abs-cbn.com/news/06/17/17/deped-orders-no-homework-on-weekends-for-elementary-students
• ABC10.com. (n.d.). Is a No Homework Policy a Good Idea? Retrieved from https://www.abc10.com/article/news/education/no-homework-policy-good-idea-debate/103-79ab516c-8c2f-4102-964b-9e8aae7c0c29
• Cooper, H. (2007). The Battle Over Homework: Common Ground for Administrators, Teachers, and Parents (3rd ed.). Corwin Press.

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NO ASSIGNMENT POLICY_A BOON OR A BANE

2019, International Journal of English and Education

Homework or assignment is widely known as an educational activity, which primary purpose is to help the students improve their performances however some studies showed that assignment has a negative impact on students’ social lives and more assignment increases stress level and physical problems. In the Philippines, a “No Homework Policy” during weekends for all student levels was issued by President Rodrigo R. Duterte. This study explores the possible effect of having and not having assignments on weekends on the transmuted mean scores and performance of high school students. The study was conducted at Central Mindanao University Laboratory High School (CMULHS), in Maramag, Bukidnon using two sections of Grade 11 students. The data was treated using the descriptive statistics. ANCOVA was used to determine if a significant difference exist. Result of the study reveals that class with assignments had a higher transmuted mean scores as compared to those without assignments. An increased performance from midterm to final term was noted in the with assignment group however, there is no significant difference in the performance of the students with and without assignments.

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The main purpose of this study was to explore the factors of Mathematics achievement of the students from their own perspectives. Mixed-methods approach was used in the study. The quantitative part was employed to define the level of Mathematics achievement of the students. On the other hand, the qualitative part of the study explored the student-related and teacher-related factors of the students' mathematics achievement. The participants of the study were the 247 and 10 of these Grade 7 students of Moonwalk National High School who are officially enrolled for the School Year 2019-2020. Qualitative data were gathered through a 6-item open-ended questionnaire developed by the researcher and through a Focus Group Discussion attended by ten selected students. Whereas, quantitative data were the first quarter GPA of the participants in their Mathematics class. Data analysis involved mean, standard deviation, frequency and percentage for quantitative data while thematic analysis and a simple document analysis were employed for qualitative data. Results show that most of the Grade 7 students have fairly satisfactory achievement in Mathematics. Analysis of the qualitative data shows that student-related factor of Mathematics achievement include interest, self-confidence, attitude towards Math, motivation, perseverance and commitment, compliance, attendance, class participation, study habits, peer support, family support, technology aided learning, asking questions, math self-concept, math anxiety, talkativeness, English language comprehension, concentration/focus, health condition and nutrition, and computer gaming. Moreover, students reported that teacher-related factors of their mathematics achievement include traits such as being kind, energetic, strict, cheerful, positive, hardworking, patient, confident and responsible. Results further reveal that teacher's humor, motivation towards students, competence, mastery of content and teaching methods and strategies such as the use of varied learning activities (e.g. songs, manipulatives, games, etc.), code-switching, good explaining strategy, and collaborative learning positively contribute to their Mathematics achievement. However, teacher's anger, yelling at students, teaching too fast, teaching more than one lessons a day, teaching different lessons everyday and workload were reported by the students as factors that negatively influenced their Mathematics achievement. In addition, curriculum and noisy learning environment were other factors found to negatively impact mathematics achievement. As a result, teachers are encouraged to have awareness and to take into consideration these various factors that help and hinder their students' achievement in Mathematics.

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The study determined the mathematics anxiety and students’ academic achievement in a reciprocal learning environment. It sought to determine the level of achievement of students when exposed to reciprocal learning environment (RLE) and to those exposed to non- reciprocal learning environment (non- RLE) in terms of their pretest, posttest and retention test scores; describe the level of anxiety in mathematics when exposed to RLE and those exposed to non-RLE; identify the difference between the achievement of the students when exposed to RLE and to those exposed to non- RLE in terms of their posttest and retention test scores; and lastly, compare the difference of the anxiety of students in mathematics when exposed to RLE and those exposed to non- RLE. The study utilized a quasi- experimental research design which was conducted at Magpet National High School, Poblacion, Magpet, North Cotabato. Students in Grade 8 were the research respondents of the study. The students who are exposed to RLE have “very low performance” in the pretest and have “moderate performance” in the posttest and retention test while those who were exposed to Non- RLE also have “very low performance” in the pretest and have “moderate performance” in the posttest and retention test. Moreover, for the level of students’ anxiety towards mathematics, they have high anxiety before the treatment and becomes moderate after the intervention for both RLE and Non- RLE groups. The mathematics achievement of the students who were exposed to RLE is comparable to the achievement of those students who were exposed to non- RLE. Also, no significant difference in the mathematics anxiety of students was observed in both groups.

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THE SUSPENSION OF HOMEWORK IN THE PHILIPPINES

• Temps de lecture : 16 min de lecture
• Auteur/autrice de la publication : education_south
• Publication publiée : 2 juin 2022
• Post category: Pédagogie
• Commentaires de la publication : 3 commentaires

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By Joreen Domingo Varly

To the 29 000+ Filipino readers/viewers over the past 3 months, Maraming Salamat po!

INTRODUCTION

Homework or homework assignment has been an inevitable part of a pupils’ academic journey. An academic task that includes a period of reading, writing that has to be completed, textbook exercises to answer, Mathematics problems to be solved, some information to review for the previous or next lesson, and some activities to practice skills.

The primary purpose of giving a homework is to reinforce and increase pupils’ knowledge and improve their learning abilities. This will encourage pupils to engage in active learning. This also promotes a pupil-parent communication and collaboration between pupils.

 But many schools are rethinking homework, some have cut down on the amount they give each week, and others no longer allow weekend assignments. Some have eliminated homework entirely.

Source : OECD (2014)

THE PHILIPPINES’ Suspension of Homework

In September 2010, a memorandum from the Department of education was circulated (and passed on to all the bureau directors, regional directors, school division/city superintendents and Heads of Public elementary school). The   Deped Memorandum No.392 S.2010 highlights the suspension of homework during the weekend. This is to address the concern of parents regarding the amount of time the pupils consume in accomplishing their homework, instead of having an enjoyable and quality time with their family. This memorandum also intends to ease the pupils’ burden about the thought of doing plenty of homework.

In August 2019, the 118 th Congress – Senate Bill No. 966 (authored by Senator Grace Poe) or the proposed “No Homework Law” has been filed. This is a senate bill banning teachers from giving homework to students from kinder to Grade 12 on weekends.

The bill stated that all primary and secondary schools in the country shall not allow teachers to give any network or assignments to students. Under the proposed measure, teachers may only assign homework to students on weekends provided that it be minimal and will not require more than four hours to be completed.  The policy will be applied on both public and private schools.

“Further, it looked at homework hours around the world and found that there wasn’t much of a connection between how much homework students of a particular country do and how well their students score on tests” , the bill read.

Citing a 2014 study from the OECD based on PISA data, the senator noted that additional time spent on homework has a negligible impact on the performance of students after around four hours of homework in a week.  In OECD countries, for example, advantaged students spend 5.7 hours per week doing homework, on average, while disadvantaged students spend an average of 4.1 hours per week.

No homework policy

The Department of Education (DepEd) expressed its support on this filed bill of “No homework policy” saying that it would help learners find balance between personal and academic growth. Since they had been advocating for an all-inclusive learning regime for Filipino students, to include out of the classroom schooling, a policy that will, in effect, restrict teachers from giving homework to students from kindergarten to Grade 12. In hopes that the concept will enable Filipino learners “to find balance between their academic development and personal growth by having ample time for enjoyable activities with family.”

Up to this date, the proposed bill is not yet approved. Apparently, there is need to be circumspect and judicious. The DepEd memorandum of 2010 is still the ruling guideline on giving homework to pupils.

Summary of pros and cons of homework

Let’s look into the summary of homework’s pros and cons:

Source : Joreen Domingo-Varly

NEWS : SEAMEO Secretariat and the Department of Education, Philippines commit to the next phase of SEA-PLM Programme

The SEAMEO Secretariat Director, Dr Ethel Agnes Pascua-Valenzuela, and the Secretary of Education, Philippines, H E Dr Leonor Magtolis Briones, signed the Memorandum of Understanding to spearhead the implementation of activities under the Southeast Asia Primary Learning Metrics (SEA-PLM) 5-Year Strategic Plan, including the SEA-PLM 2024 Survey. The MoU signing ceremony took place in the Office of the Secretary Building at the Department of Education in Manila on Monday, 02 May 2022.

Quelques considérations dubitatives sur l’Approche Par les Compétences (APC)

Curricula analysis in francophone africa, the teaching and learning of mathematics in ghana primary education, cet article a 3 commentaires.

Félicitations à Joreen d’évoquer un problème en émergence dans les pays africains. Au Cameroun où je passe la majorité de mes observations, le problème de” saturation des activités intellectuelle” gagne du terrain, encouragé par cette frénésie de faire avancer les enfants sans respecter le rythme bio-physiologique des enfants. Tenez par exemple, les congés c’est à partir du 10 juin au primaire. Immédiatement, les “saturalistes” ont déjà programmé des cours de rattrapage pour le mois de juillet. Quand est-ce que le cerveau de ces enfants va se reposer? Commençons à mener des réflexions dans ce sens. Châpeau Joreen/

Thanks! Actually I’ve been looking if it has been approved or not yet, then I saw you blog. I know the Finnish almost 100% do not give homework. As a math teacher, in my class, I started not giving them homework (years before the pandemic) even though the bill has not been passed yet.

https://news.yahoo.com/theres-only-far-them-why-123134730.html

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No Homework Policy Essay

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No Assignment Policy Essay

No homework essay introduction.

Just imagine it’s a Sunday night. You’re all comfortable and tired, and just trying to relax because you had a great weekend. You’re just about to fall asleep, but then you realize, you have homework. Now you either get up and do all your homework, or you just leave it and take the zero. I know everybody in this room can relate to this situation because it’s happened to every single one of us before. That is why I’m talking to you about having a no homework policy in schools.

No homework policy: pros and cons

I’ll bet any amount of money that when any of you even hear the word homework, you don’t get happy or excited about it. So, if nobody like it, then why do we still have it? There are many more cons about homework then there are pros. The few pros are that some people believe that homework builds character and teaches good study habits. (Kohn 1) These “pros” are just myths that have been passed down, it has never really been proven that homework really does build character and teaches good study habits.

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What has been proven is all of the cons to homework. There have been many studies about the cons of homework, and the results are all against homework. The studies show that kids are exhausted after school and need a break, homework takes away from outside activities, homework causes conflicts between parents, and homework really hurts kids that are struggling learners, English-language learners, young students, kids with few resources, students in many of today’s families, and kids that have to do chores or take care of their siblings. Family Homework Answers 1-3) I personally believe that homework has no point. I mean, as students, we have to sit in school and learn for 6 hours a day 5 days a week. Isn’t that enough? Why should our teachers give us more work to do on the few days we have off of school and at night after we attended school. I just don’t think teachers get it. They always say, “It’s only going to take you 20-25 minutes. , but what they don’t understand is that every teacher we have says that, so that can amount to about an extra 3 hours of work a night on a normal high school student’s schedule.

No assignment policy essay conclusion

In a nutshell, I honestly don’t believe that homework is preparing us to be adults at all. When’s the last time you heard an adult say that their job gave them homework? Schools’ giving out homework is totally unnecessary. There are even studies that prove it, so why are we still getting homework assigned to us today? It makes no sense at all and I believe we need a change. Do you?

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Self-deploying officers and a leaked bulletin complicated Maine mass shooting response, police say

L EWISTON, Maine (AP) — Maine's top police leader addressed the chaos caused by officers arriving without assignments after the state's deadliest mass shooting , saying Friday that he was glad so many officers were eager to help, even though it was difficult to manage at times.

Col. William Ross, the state police chief, said there's no “overarching policy” on self-dispatching police officers and said that it's actually a good thing in an active shooter situation such as Lewiston's, in which police were responding to multiple locations.

“Keep ’em coming. Because that's what we need," Ross said. But, he added, it's important for officers to be disciplined once a command structure is established.

Ross also spoke about how leaks of investigatory details including an early bulletin, which was distributed moments later on social media, and news media reports of a note discovered at the gunman's home complicated an already difficult search for the shooter.

Law enforcement officials, including Ross, returned for more testimony at the request of an independent commission, which was focusing Friday on problems with police communication and coordination in the fraught hours after Maine’s deadliest mass shooting Oct. 25.

Eighteen people were killed and 13 injured by an Army reservist at a bowling alley and a bar. The shooter, 40-year-old Robert Card, fled in a vehicle that was abandoned in a nearby town.

Chair Daniel Wathen previously noted “disturbing allegations” were contained in a Portland special response team after-action report that criticized officers who were showing up unannounced. That report also included allegations that some officers arrived intoxicated, but the commission said allegations of misconduct should be handled by the agencies themselves.

The commission previously heard testimony from law enforcement officials about that evening, when law enforcement agencies mobilized for a search as additional police officers poured into the region. State police took over coordination of the search for the gunman, who was found dead from suicide two days later.

There were tense moments when law enforcement located the gunman’s vehicle near the Androscoggin River several hours after the shooting.

State police used a cautious approach, angering some officers who wanted to immediately search the nearby woods. Officers without any official assignment began showing up, raising concerns of police firing on one another in the darkness. The arrival of so many officers also contaminated the scene, making it all but impossible to use dogs to track the gunman.

At one point, a tactical vehicle from the Cumberland County Sheriff’s Office nearly crashed into another tactical vehicle from the Portland Police Department near that scene.

Ross said the fact that so many officers responded to put themselves in harm's way was a “proud moment,” but he acknowledged that having so many officers arriving from different agencies caused confusion. The problem of well-meaning officers improvising on the fly diminished once a command post was set up, he added.

“As the hours went by, less and less of that happened,” he said. “And then there's outliers. There will always be someone who operates outside the norm or the command post. And you deal with those things as they come up.”

Ross said the combination of multiple scenes, the gunman’s disappearance and the manhunt made the tragedy different from other mass shootings around the country.

“This is something that I think is very unique,” Ross said.

As for the leaks, Ross said that they were frustrating but that the agency is not focused on trying to find those who leaked information, calling it a “needle in a haystack.” He also noted that leaks are common in large law enforcement actions involving multiple agencies.

The commission investigating the events leading up to the shooting and its aftermath was appointed by the governor and is composed of seven members, including mental health professionals and former prosecutors and judges. Wathen is a former Maine chief justice.

Prior meetings of the panel, which is expected to issue a final report in summer, have focused on victims, Army personnel and members of Card’s family, in addition to law enforcement officials.

Card’s relatives said during a hearing last week that they struggled to get help for him as his mental health declined and his behavior became more erratic . At another hearing, a fellow reservist detailed his attempts to flag Card’s decline for their superiors.

An interim report issued by the panel in March said law enforcement should have seized Card’s guns and put him in protective custody before he committed the shooting.

Whittle reported from Portland, Maine.

Courtney Lees

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Guest Essay

The Real Danger if Trump Is Re-elected

By Jacob Heilbrunn

Mr. Heilbrunn is the editor of The National Interest, a nonresident senior fellow at the Atlantic Council and the author, most recently, of “America Last.”

Donald Trump may be regularly depicted as an impetuous toddler in chief, but he appears to possess genuine convictions about international relations. Ever since he gave an interview to Playboy magazine in 1990 decrying Mikhail Gorbachev for failing to hold the Soviet empire together (“not a firm enough hand”) and praising the Chinese Communist leadership for crushing the student uprising at Tiananmen Square (“they were vicious, they were horrible, but they put it down with strength”), Mr. Trump has extolled authoritarian leaders as possessing the right stuff, while he has dismissed democratic ones as weak and feckless.

This impulse is not a new phenomenon for the United States; it dates back to World War I and World War II, when leading American conservatives praised foreign autocrats such as Kaiser Wilhelm II, Adolf Hitler, Benito Mussolini and Francisco Franco as their ideological comrades in arms. Until now, however, no modern president has lauded autocracy as a model for America.

During his four years in office, Mr. Trump blustered about alliances and praised foreign dictators but never actually upended America’s foreign policy. That could change in a second Trump administration. The former president is poised to adopt a radical program centered on constructive engagement with foreign strongmen and hostility toward democratic allies; it would include abandoning NATO. It would convert America from a dominant economic and military power into what Mr. Trump purports to abhor — a global loser.

To understand why Mr. Trump’s approach might well differ from the one he took in his initial term, it’s helpful to look at the foreign policy advisers who are being talked about as potential members of a new Trump administration. They can be divided into two camps, which might be called Restorationists and Revisionists.

Restorationists are establishment Republicans such as former Secretary of State Mike Pompeo and the former national security adviser Robert C. O’Brien who want to go back in time — specifically, to Ronald Reagan’s foreign policy hawkishness and staunch internationalism, which they believe led straight to the fall of the Berlin Wall and victory in the Cold War. During the Trump presidency, they worked overtime to maneuver Mr. Trump in this direction, pushing him to adopt tough stances toward Iran, Russia and China, while maintaining ties to traditional allies in Asia and Europe.

Now, in a variety of interviews, speeches and books, they have been sketching out their vision for a second Trump term — one that would shore up America’s alliances, pursue peace through strength and confront Iran, Russia and China — while camouflaging their crusading Reaganite views in a thin veneer of Trumpian nationalism.

Revisionists, by contrast, are “America First” advocates who espouse a much harder-edged approach and, more often than not, want to go it alone.

Organizations such as the Heritage Foundation and the America First Policy Institute, the two main think tanks vying to staff the next Trump administration, have been vetting potential appointees to establish a government in waiting. As Keith Kellogg, a retired lieutenant general and former Trump national security official, observed in his 2021 memoir, “War by Other Means,” “Our problem was that we did not always know who our enemies were; in some cases, they were our own political appointees.” Mr. Trump himself has loudly complained about many of the advisers he appointed, such as John Bolton.

The conservative activists around him wish to install purists who will preach America First precepts, not least the dogma that America’s security isn’t tied to Europe’s because, as Mr. Trump recently put it, “an ocean” separates the territories.

The Revisionists don’t place as much value on our membership in NATO and are generally ardent proponents of a longstanding dream on the right of a Fortress America that can strike unilaterally whenever and wherever it pleases, unencumbered by nettlesome international alliances and organizations.

Take Mr. Trump’s former ambassador to Germany and acting national intelligence director, Richard Grenell. He has opposed Sweden and Finland’s joining NATO while supporting far-right populists in Serbia, Guatemala and elsewhere. Then there is Russ Vought. A former Trump budget director who might serve as the White House chief of staff, Mr. Vought has decried American aid to Ukraine and stated that he would reassess “the old idea of NATO’s collective defense.”

Mr. Kellogg, who might serve as defense secretary under Mr. Trump, is not a staunch opponent of sending aid to Ukraine, but even he has suggested that we should be prepared to use the threat of cutting it off to push the country into peace talks with Moscow — a recipe for pre-emptive surrender.

Former Trump Defense Department official Elbridge Colby, who is widely seen as a top contender to become national security adviser if Mr. Trump wins re-election, typifies the radicalism of the Revisionist camp. Mr. Colby has insisted that confronting China requires slashing support to Ukraine, and he recently lambasted Britain’s foreign secretary, David Cameron, for “lecturing” Republican politicians about the imperative to assist Kyiv, deeming it “foreign interference.”

Mr. Trump’s own hostility to sending aid to Ukraine suggests that he would most likely be receptive to a deal with President Vladimir Putin of Russia, allowing him to operate freely in Central and Eastern Europe — in the name of stability and peace. By the same token, for all his bluff and bombast about the China threat, Mr. Trump, unlike President Biden, has never indicated that he would stand by Taiwan were China to invade.

He appears to view American alliances with South Korea and Japan with skepticism, if not outright hostility. Less than a year after the Japanese prime minister, Fumio Kishida, met with Mr. Biden in April to announce new security agreements, Mr. Trump could simply decide that he has no intention of honoring America’s commitments abroad.

Rupturing America’s alliances would lead to arms races and nuclear proliferation in Asia and Europe. Nationalists like Hungary’s prime minister, Viktor Orban, and Serbia’s president, Aleksandar Vucic, who is known as a “little Putin,” would be emboldened to strengthen their ties with the Kremlin and undermine European security.

And the domestic consequences could be severe. Many of Mr. Trump’s economic advisers, including the former trade chief Robert Lighthizer (a leading candidate to be the Treasury secretary under Mr. Trump), are apparently intent on pursuing the Great Depression redux — waging trade wars with Europe and Asia. They’re floating a host of other risky measures, including curbing the independence of the Federal Reserve, weakening the dollar to try to increase exports, and imposing high tariffs on goods from China and Europe.

While Mr. Biden’s new tariffs on China aggressively target the solar industry and electric cars, Mr. Trump wants to decouple the world’s two largest economies from each other. These measures would weaken the confidence of foreign investors and fuel higher inflation.

With Ukraine and Russia at war, China threatening its neighbors and the Middle East aflame, warnings of a new world war already abound. Add in Mr. Trump’s strongman predilections — purging the State Department, the C.I.A. and the F.B.I. as redoubts of the deep state, cozying up to Mr. Putin, threatening China and reportedly sending assassination squads into Mexico to target drug kingpins — and the odds of a calamity rise.

Would the damage be irreversible? Chancellor Otto von Bismarck of Germany supposedly remarked that “God has a special providence for fools, drunkards and the United States of America.” But Mr. Trump’s return might test even the Almighty’s patience.

Mr. Trump’s economic and foreign policy nationalism would subvert the preponderance of power that America has enjoyed since 1945 and that he has promised to bolster. It has been threatened from without but never from within. As he vows to upend America’s relations with the rest of the globe, the danger is not that Mr. Trump would fail to live up to his principles. It’s that he would.

Jacob Heilbrunn ( @JacobHeilbrunn ) is the editor of The National Interest, a nonresident senior fellow at the Atlantic Council and the author, most recently, of “America Last.”

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

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