You ask an interesting question around whether school teachers are aware of the contemporary relevance of ancestral cultures and are just not teaching it, or if they don’t really understand it themselves. I suspect the answer is some of each. I suspect there is a significant number of teachers more interested in education than in learning, if you know what I mean, and hence not necessarily very knowledgeable in various subject areas. Others might be asked to teach outside of their areas of competence – for example, someone better suited to teach math or science might end up teaching “social studies,” or serving as a lower grade generalist.

I doubt there are many individual teachers who understand the relevance of history yet outright refuse to teach it, but I think several obstacles are stacked against any attempt they might be inclined to make. The cultural tendency toward progressivism seems especially strong in the educational world, and progressivism has nothing but contempt for the past. The exaggerated importance placed on scientific method contributes to a fact-oriented learning environment, to the detriment of higher forms of understanding. And perhaps youth are just not mentally prepared to make the kinds of intelligent connections necessary for true historical sensibility, especially if they’re being fed a steady diet of intellectual junk food by popular culture media and consistently feeble schooling curricula.

I don’t think the future looks too bright for improvement in this area, but it would be good to find a way to challenge the system to do better.