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SS: Americans are rather ignorant about history. Moral reasoning by historical analogy is bad. Historical examples can be misleading for making predictions. These facts suggest that the utility of history courses is overestimated. In fact, they are mostly useless.
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Here's where I start swearing like a trooper. Every time a government starts mucking around with education to produce "desired character", students end up more fucking ignorant than before. I can't speak to America, but governments of all stripes in my country keep fiddling around with the curriculum to appease potential employers and churn out workplace-ready drones. Back in the 80s it was a push to learn foreign languages, particularly German, since the school leavers (17-18 years of age) would have to emigrate to find work. Need I say our language proficiency is still terrible? In the 90s biotechnology was going to be the coming thing. In the 00s it was computers. Now it's still heavy emphasis on STEM.
Which is great, but not everybody can 'learn to code' and not everybody is good at maths. There is also the pressure from the other side, of "Why did I have to do X/Y/Z subject in school, it's boring and irrelevant?" from parents and from former students.
Nobody ever considers "I was too stupid for the subject", no, it's "this is boring". However, for a bunch of teenagers, everything is boring except if they have a particular interest, so they don't want to learn anything. That's why we have compulsory schooling and subjects you have to take, sorry, don't care if you're bored and would rather be messing around on your phone or hanging out with your friends.
It's not until much later in life you realise "I wish I had paid more attention in class" or "I wish I knew more about X/Y/Z".
Yeah, a lot of people won't know, won't care and can get on without X/Y/Z. But the point of school is not just to churn out workplace ready drones who can be slotted in and out of whatever role employers want right this minute, it's to educate you, to expose you to a range of things so that you can see what is out there in the world.
And without such classes, then we end up with "the History Channel - all Nazis all the time!" because that's what sells.
Now - do schools teach subjects badly, are curricula terribly designed, do we try to cram everyone into 'one size fits all'? Yes to all those. But "a class which more efficiently produces a desired character" is not going to happen by tweaks and new pedagogical theories - again, I think the US has experimented with all those, from No Child Left Behind to 'no teaching to read using phonics', and there is furious debate over how well all those have worked.
First, we have to define what, exactly, is the character we desire to produce, and why, and for whose benefit.
Second, we have to find a method that will do such, and that does mean trying to overcome "I'm bored, I don't want to be here, the apps on my phone are more interesting and attention-grabbing and have hooked my brain successfully because that is what they're designed to do" in the mass of students because kids won't realise until years later that they do need to know this, or they would get benefit out of that.
Worst of all is the situation I think we're approaching right now, where kids don't know stuff, don't care about being ignorant, and instead use the demands of the day to get their own way - like the Muslim student who got an art history professor fired over historical Muslim depictions of Mohammed, because they've been inculcated successfully in 'structural racism, identity politics, ignorance is the most powerful weapon, and loud screaming gets me my way'. A functional university would have stood up for the professor and reminded the student what the purpose of an education is. This university is instead dedicated to 'more efficiently producing a desired character', which is one of ignorant entitlement based on manipulating the woke weapons of today.
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