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Record W2055501793 · doi:10.1353/bio.2007.0057

Remembering War: The Great War between History and Memory in the 20th Century (review)

2007· article· en· W2055501793 on OpenAlex

Why this work is in the frame

A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

aboutThe title or abstract carries a Canadian signal from the geographic lexicon.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

VenueBiography · 2007
Typearticle
Languageen
FieldPsychology
TopicMemory, Trauma, and Commemoration
Canadian institutionsnot available
Fundersnot available
KeywordsHistorySpanish Civil WarWorld War IIOriginalityHistoriographyCultural memoryRepresentation (politics)Modern warfareClassicsSociologyLawAnthropologyPolitical scienceCreativityPoliticsArchaeology

Abstract

fetched live from OpenAlex

Reviewed by: Remembering War: The Great War between History and Memory in the 20th Century Daniel Todman (bio) Jay Winter . Remembering War: The Great War between History and Memory in the 20th Century. New Haven: Yale UP, 2006. 352 pp. ISBN 9-7803-0011-0685, $35.00. Towards the end of the twentieth century, the interaction between war and culture became a major issue of historical interest. Historians of that century's great conflicts are now as likely to study representation and imagination as wartime events themselves. The result has been a more complex understanding of how cultures were mobilized, how wars affected individuals and societies over the long term, and how key cultural artifacts were produced and [End Page 382] preserved. Jay Winter has been a key figure in this historical movement, from his original work on socialism and the First World War, through a groundbreaking study of the war's demographic impact on Britain, through to more recent works on the ways in which it was remembered. His self-evident passion, his breadth of reference, and his intellectual originality, have served to inspire a legion of graduate students (myself amongst them). Rather like, in an earlier age, Basil Liddell Hart, Winter is now at the center of his own world wide web, formed from his interactions with experts, opponents, colleagues, and students. He has also fulfilled a more public role, communicating historical shifts to a broader audience, through his work with Blaine Baggett on the 1996 television series 1914–18: The Great War and the Making of the Twentieth Century and his part in the creation of the Historial de la Grande Guerre at Peronne, France. The variety of those with whom he has come into contact and the eminence he has achieved have given Winter opportunity and time to think extraordinarily deeply about history, memory, and war. His new book, Remembering War: The Great War between History and Memory in the 20th Century, is the result. It focuses on the "memory boom"—the recent exponential growth in interest in memory within and without the academy, which Winter argues is predicated on the need to remember war and its victims. The subtitle has a threefold meaning. The "Great War" is the First World War, from which many trends in "modern memory" emerged; the struggle between the need to remember and the historical inevitability of forgetting; and the battle between the way the past is interpreted by historians and by those who claim possession of it through personal experience or familial connection. The book consists of four sections. The first discusses the creation of a persistent theme in twentieth century culture. The First World War encouraged a fusion between war and memory: it was the decisive event that turned war into "everybody's business." Yet the breadth of traumatic experience also challenged assumptions about memory and identity: hence the popularity of "shell-shock" as an interpretative metaphor. The second section focuses on how memory and remembrance worked at the level of individuals and communities and across nations. Winter examines specific examples of photographs, published letters, reportage and memoir, and war memorials themselves. This section includes a meditation on the difference between British and French intellectual responses to the war that bears out Winter's later point about comparative cultural history—that in its only realizable form, its function is "to offer insights which enrich rather than displace national histories" (235). Examining responses to the war in parallel bears out Britain's fortune in escaping invasion: an escape that made the ironic mode of many British [End Page 383] writers that much easier. The section closes with a stimulating discussion of the place of remembrance within the former British empire. The physical and cultural legacy of postwar remembrance persists in Britain, Canada, Australia, and New Zealand, but patterns of immigration and emigration mean that the demography of these countries has profoundly changed. Winter argues that the effect of this has been to decentralize remembrance. The nation that could once remember as one has vanished: the towns, villages, and families that always engaged in remembrance activity have found their role increased. Winter is surely correct that historians of remembrance need to...

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.002
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.541
Threshold uncertainty score0.411

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0020.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.040
GPT teacher head0.292
Teacher spread0.251 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it