"'The Diary of Lt. Melvin J. Lasky' offers not only a panoramic view of a country poised between devastation and an uncertain future but a gripping self-portrait of a man poised between unresolved youthful bewilderment and a mature clarity of conviction." • Wall Street Journal In 1945 Melvin J. Lasky, serving in one of the first American divisions that entered Germany after the country’s surrender, began documenting the everyday life of a defeated nation. Travelling widely across both Germany and post-war Europe, Lasky’s diary provides a captivating eye-witness account colored by ongoing socio-political debates and his personal background studying Trotskyism. The Diary of Lt. Melvin J. Lasky reproduces the diary’s vivid language as Lasky describes the ideological tensions between the East and West, as well as including critical essays on subjects ranging from Lasky’s life as a transatlantic intellectual, the role of war historians, and the diary as a literary genre.

"'The Diary of Lt. Melvin J. Lasky' offers not only a panoramic view of a country poised between devastation and an uncertain future but a gripping self-portrait of a man poised between unresolved youthful bewilderment and a mature clarity of conviction." - Wall Street Journal In 1945 Melvin J. Lasky, serving in one of the first American divisions that entered Germany after the country's surrender, began documenting the everyday life of a defeated nation. Travelling widely across both Germany and post-war Europe, Lasky's diary provides a captivating eye-witness account colored by ongoing socio-political debates and his personal background studying Trotskyism. The Diary of Lt. Melvin J. Lasky reproduces the diary's vivid language as Lasky describes the ideological tensions between the East and West, as well as including critical essays on subjects ranging from Lasky's life as a transatlantic intellectual, the role of war historians, and the diary as a literary genre.

With concepts of participation discussed in multiple disciplines from media studies to anthropology, from political sciences to sociology, the first issue of the new yearbook History of Intellectual Culture (HIC) dedicates a thematic section to the way knowledge can and arguably must be conceptualized as "participatory". Introducing and exploring "participatory knowledge", the volume aims to draw attention to the potential of looking at knowledge formation and circulation through a new lens and to open a dialogue about how and what concepts and theories of participation can contribute to the history of knowledge. By asking who gets to participate in defining what counts as knowledge and in deciding whose knowledge is circulated, modes of participation enter into the examination of knowledge on various levels and within multiple cultural contexts. The articles in this volume attest to the great variety of approaches, contexts, and interpretations of "participatory knowledge", from the sociological projects of the Frankfurt School to the Uppsala-based Institute for Race Biology, from the Argentinian National Folklore Survey to current hashtag activism and Covid-19-archive projects. HIC sees knowledge as rooted in social and political structures, determined by modes of transfer and produced in collaborative processes. The notion of "participatory knowledge" highlights in a compelling way how knowledge is rooted in cultural practices and social configurations.

The second issue of the yearbook History of Intellectual Culture (HIC) dedicates a thematic section to modes of publication. This volume addresses recent advances in publication studies and stresses the cultural formation of knowledge. By exploring and analyzing layers of presenting, sharing, and circulating knowledge, we invite readers to critically engage with questions of media uses and publishing practices and structures, both historically and in our contemporary digital age. The articles in this volume attest to the great variety of publication modes and perspectives, from the potential and limits of digitizing newspapers such as the New York Times to questions of positionality in building and using Wikipedia, from translation policies and female participation to the genre of university histories.

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