That is unfortunately the case. I suppose at this point, I'm wondering about a drawable distinction between simple models and complex models taught in a digestible way. The examples you outlined in your period seem appropriate in that regard

I do think we've convinced ourselves that simple models are the only way forward without really thinking about how to implement complex ones. On the other hand, exam-culture incentivises buzzwords and makes students less receptive to less-than-straight-forward answers.

It's also clear when one realises that Mongol expressions of religion were never so essentialist. You weren't either a Mongol or a Muslim, or a Christian. Juggling various religious (or cultural) identites was not something inherently contradictory, nor did it overpower the imperial ideology.