Quale storia per quali giovani.

The article shifts the focus to the planet of youth, the most neglected aspect of the history teaching debate. The scandalised tones about the alleged cultural involution of the younger generations arise from the inability to see who one has in front of one's eyes except through the lens of the past; and from the conviction that one can regulate complex processes such as education from above, without taking note of how the power of the school has been reduced within ever-changing societies, where the digital revolution affects the forma mentis. By a sort of paradox, the problems of teaching history do not seem to inhabit history. [ABSTRACT FROM AUTHOR]