Debate Archive

  • Fear and Loathing in Leeds

    Fettering Freedom of Expression

    Following the Leeds Salon debate on ‘Freedom of Expression’, Paul Thomas examines Leeds University’s ‘Protocol on Freedom of Expression’.

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  • Freedom of Expression and the University (May, Leeds Salon)

    Freedom of Expression and the University (May, Leeds Salon)

    On Thursday 20th of May, Leeds Salon will host a debate on 'Freedom of Expression and the University'.

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  • The TUC and the dangers of far-right obsession

    Fear and Loathing in Leeds

    Phillip Dickinson argues that Leeds University Union's 'No Platform' position poses a far greater threat to democracy than the BNP.

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  • A Response to ‘The Delusion of Free Will’

    A Response to ‘The Delusion of Free Will’

    What Mr Broderick says in his article (or rather, allows Madeleine Bunting to say in hers without any cross-examination) is that free will is an illusion, and that humans are collective beings acting in a cosmos — that this justifies spiritual enquiry, and that Hitchens/Dawkins et al. are nasty for attacking 'god' as the vicious god of the Old Testament when 'god' is just a word used to describe the "infinite and transcendent merging of the individualised sense of awareness with the wider dimension".

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  • The Depoliticisation of Prostitution

    The Depoliticisation of Prostitution

    Katherine Sansom argues that the depoliticisation of the prostitution debate has emptied the issue out of all its meaning.

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  • Disunited Against Fascism

    Disunited Against Fascism

    Danny Broderick attended an EDL rally and found the reality to be at odds with the UAF's official position.

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  • Quest Love After Love

    Quest Love After Love

    I would like to illustrate a problem we face as teachers of English and of poetry in particular. It is time to ask a few questions about how British pupils study poetry and what they are expected to know about it at the end of compulsory education. I will argue that, rather than being asked to provide a personal response to a poem, supported by evidence from the text, pupils would benefit from notes and a critical commentary drawing on some of the most insightful interpretations by literary critics and providing all the contextual information necessary to understand the poem.

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