Is the Harry Potter series suitable for use in a Christian school?
As stated previously there have been spirited attacks on the Harry Potter series by a
number of critics which might indicate that the books are unsuitable for use in schools,
particularly those which are based on Christian values. The most publicised attacks have been
by religious groups. There were Harry Potter book burnings and removal of books from
school libraries (Killinger, pp. 2-3, Bridger, p. 4, Neal, 2001, pp. 5-6). These attacks on the
books may be seen as an indication of the moral right movement, the moral majority, which
has swept parts of the world, particularly the United States of America, where people wish to
return to (so-called) “old fashioned values” and protect their children from temptation
especially in an increasingly secular world. As mentioned previously critic Richard Abanes
also supports this view when he states that the series is “…steeped in a thinly disguised
occultism; it favors morally flawed, egocentric characters who lie with impunity, practice
occultic techniques, use profanity and refuse to repent; and it frequently depicts gratuitous
violence” (p. x). However, a reading of the books does not support Abanes’ view.
Other critics, besides Abanes and Dollins, have attacked the books as being
supportive of occultist practices, including Marian Horvat (2002) and Michael O’Brien (2001), yet it is important to remember, as mentioned previously, that the magic used in the
books is not of the occult type, as no supernatural power is called upon to provide one with
magical abilities. The magic depicted in the books is simply a talent that one is lucky enough
to be born with and, like all talents, can be developed. There have also been attacks on the
books because of their portrayal of other aspects of our society and these will be referred to
later in this thesis.
The ideologies of J. K. Rowling
As previously noted one’s interpretation of the Harry Potter series is always
influenced by the ideologies one brings to a reading of the text. Rowling, as mentioned, also
brings her own ideologies to the series. These ideologies are, of course, influenced by her
background (Shapiro, 2001, pp. 5-6), especially the loss of her mother, her bouts of
depression, her experience of welfare and her Christian upbringing and almost classical
education.
It is this author’s opinion that Rowling sees children’s literature as instructional in
focus. Harry is a child who teaches us about aspects important to one’s life although not in a
blatantly didactic manner. Through the actions, thoughts and comments of Harry, and other
righteous characters, we are given lessons in morality (Shapiro, 2001, p. 9). These include
lessons in the importance of friendship, the importance of choice, the need to show
forgiveness to others and that people have the ability to transform (Plyming, 2001, pp.10-21).
Rowling draws from her own history to illustrate, through Harry, the effects of depression
(Nel, 2001, p.21). The depiction of the Dementors is how Rowling felt when she suffered
from bouts of depression, that literally one’s soul was sucked from one’s body:
Dementors are among the foulest creatures that walk this earth. They infest the
darkest, filthiest places, they glory in decay and despair, they drain peace, hope and
happiness out of the air around them. . . . Get too near a Dementor and every good
feeling, every happy memory, will be sucked out of you. If it can, the Dementor will
feed on you long enough to reduce you to something like itself – soulless and evil.
You’ll be left with nothing but the worst experiences of your life’ (PoA, p. 140).
Rowling also uses the character of Hermione to depict some of her own passions. This
includes trying to achieve justice in the world. Hermione is a mudblood who suffers her own
injustices. She fights for the house elves, which is reminiscent of Rowling’s work for
Amnesty International (Shapiro, 2001, p. 45). In addition Rowling and Hermione share a
great love of learning (Eccleshare, 2002, p.74 and Shapiro, pp. 5-6). Christian values
dominate Harry’s values as they did Rowling’s upbringing (Granger, 2002, p. x). The loss of
her own mother may have also influenced Rowling’s depiction of Harry’s loss of his parents
(Granger, 2002, pp. 46-47). While Harry’s parents died when he was very young he seems to
sense them close to him particularly in times of trouble and Rowling may feel the same about
the loss of her own mother. Rowling’s depiction of gender issues, as well as her depiction of
foreigners, are those that she is most familiar from through her British culture, particularly
traditional English children’s novels depiction of females and foreigners (Eccleshare, p. 81,
pp. 86-87). Throughout the Harry Potter novels there are limited female roles and there is
apparent discrimination in the depiction of foreigners. The French students who visit from
Beauxbatons have the attractive French accent and good manners (GoF, p. 221) and
Beauxbatons itself is French for “beautiful wands” (Colbert, 2001, p. 149). However, the
students from Durmstrang in Eastern Europe are not described so kindly, one boy is unable to
eat his food without spilling it on himself (GoF, p. 227), and their Head, Professor Karkaroff, is described as being thin with a weak chin, yellow teeth and cold eyes (GoF, p. 217), and is a
reformed Death Eater (GoF, p. 586). It is worth noting that the term Durmstrang is itself a
play on the German words for “storm and stress” which are “sturm und drang” (Colbert,
2001, p. 73) and that England fought Germany in both World Wars.
The format of the novels is influenced by the literature Rowling read and admired as
both a child and adult (Granger, 2002, pp. 30-34). The seven books in the Narnia chronicles
as well as the use of magic in the series may have influenced Rowling’s use of magic and her
decision to have seven Harry Potter books (Granger, 2002, p. 31, p.150). Her characters
draw their names and characteristics from books she is familiar with, particularly classical
books (Nel, 2001, p.16). Cedric Diggory’s name is a play on the character Digory Kirke in
the Narnia Chronicles, and the name of Hogwarts caretaker, Argus Filch, is a play on the
hundred-eyed Argus, son of Arestor, whom the goddess Juno asked to watch the heifer, Io, a
disguised maiden, in Ovid’s Metamorphoses (Nel, 2001, p. 16). Fawkes, Dumbledore’s
phoenix, is named after the famous English villain Guy Fawkes who attempted to blow up
the English parliament and Hagrid’s pet dog Fluffy reminds us of the three-headed dog
Cerebus found in Greek Mythology, especially when Hagrid “bought him off a Greek
chappie” (PS, p. 141). Other examples of these allusions to famous historical, fictional
characters and mythological creatures occur throughout the series.
Rowling’s view of authority, particularly government and bureaucracy, has likely
been influenced by her experience as a welfare mother under the Margaret Thatcher
government and her experience of New Labour (Granger, 2002, p. 90, Nel, 2001, pp. 39-40
and Blake, 2002, pp. 23-31). Rowling shows her love of books and her nearly classical
education (Granger, 2002, p. 151) through her depiction of educational institutions in the
series (Eccleshare, 2002, pp. 89-94). She values education highly but not necessarily some of
the pedagogies that dominate it. She also brings a particularly British perspective to class hierarchies in the series (Eccleshare, p. 80 and Nel, 2001, pp. 42-43). We see depictions of
privileged upbringing being attacked but our hero himself is privileged through the money
that is available to him. Harry and his friends illustrate the consumerism that Rowling herself
is familiar with from her own background (Westman, 2002). She also draws on the British
love of nostalgia, as Harry’s world is itself very nostalgic in its portrayal (Blake, 2002, pp.7-
15).
Rowling, like all of us, has been influenced by her past. She has her own ideological
perspective, which she brings to her writing whether consciously or unconsciously. Through
close reading of the text and the help of critics we are able to gain some understanding of
these ideologies.
hierarchies in the series (Eccleshare, p. 80 and Nel, 2001, pp. 42-43). We see depictions of
privileged upbringing being attacked but our hero himself is privileged through the money
that is available to him. Harry and his friends illustrate the consumerism that Rowling herself
is familiar with from her own background (Westman, 2002). She also draws on the British
love of nostalgia, as Harry’s world is itself very nostalgic in its portrayal (Blake, 2002, pp.7-
15).
Rowling, like all of us, has been influenced by her past. She has her own ideological
perspective, which she brings to her writing whether consciously or unconsciously. Through
close reading of the text and the help of critics we are able to gain some understanding of
these ideologies. our societies including the depiction of values which are consistent with those found in
modern Christian societies. The thesis author also felt that this study supported the view that
the books are suitable for use in our educational institutions including those catering for
students aged nine to fourteen years. Those critics who felt the series was dangerous for
young people to read were in the minority and their arguments were poorly grounded. This
study also caused the author to conclude that there was insufficient research into how young
people felt about the series.
The collective case study, both the interviews and focus group research, provided the
opportunity for the author to research how young people felt about the series and whether
they felt a connection with the books. Comments made by the students will be included in
later sections of the thesis but the research did indicate that many young people do generally
enjoy reading the novels, that they relate to the various characters in the stories and that they
comprehend that the stories are value laden.
As stated previously there have been spirited attacks on the Harry Potter series by a
number of critics which might indicate that the books are unsuitable for use in schools,
particularly those which are based on Christian values. The most publicised attacks have been
by religious groups. There were Harry Potter book burnings and removal of books from
school libraries (Killinger, pp. 2-3, Bridger, p. 4, Neal, 2001, pp. 5-6). These attacks on the
books may be seen as an indication of the moral right movement, the moral majority, which
has swept parts of the world, particularly the United States of America, where people wish to
return to (so-called) “old fashioned values” and protect their children from temptation
especially in an increasingly secular world. As mentioned previously critic Richard Abanes
also supports this view when he states that the series is “…steeped in a thinly disguised
occultism; it favors morally flawed, egocentric characters who lie with impunity, practice
occultic techniques, use profanity and refuse to repent; and it frequently depicts gratuitous
violence” (p. x). However, a reading of the books does not support Abanes’ view.
Other critics, besides Abanes and Dollins, have attacked the books as being
supportive of occultist practices, including Marian Horvat (2002) and Michael O’Brien (2001), yet it is important to remember, as mentioned previously, that the magic used in the
books is not of the occult type, as no supernatural power is called upon to provide one with
magical abilities. The magic depicted in the books is simply a talent that one is lucky enough
to be born with and, like all talents, can be developed. There have also been attacks on the
books because of their portrayal of other aspects of our society and these will be referred to
later in this thesis.
The ideologies of J. K. Rowling
As previously noted one’s interpretation of the Harry Potter series is always
influenced by the ideologies one brings to a reading of the text. Rowling, as mentioned, also
brings her own ideologies to the series. These ideologies are, of course, influenced by her
background (Shapiro, 2001, pp. 5-6), especially the loss of her mother, her bouts of
depression, her experience of welfare and her Christian upbringing and almost classical
education.
It is this author’s opinion that Rowling sees children’s literature as instructional in
focus. Harry is a child who teaches us about aspects important to one’s life although not in a
blatantly didactic manner. Through the actions, thoughts and comments of Harry, and other
righteous characters, we are given lessons in morality (Shapiro, 2001, p. 9). These include
lessons in the importance of friendship, the importance of choice, the need to show
forgiveness to others and that people have the ability to transform (Plyming, 2001, pp.10-21).
Rowling draws from her own history to illustrate, through Harry, the effects of depression
(Nel, 2001, p.21). The depiction of the Dementors is how Rowling felt when she suffered
from bouts of depression, that literally one’s soul was sucked from one’s body:
Dementors are among the foulest creatures that walk this earth. They infest the
darkest, filthiest places, they glory in decay and despair, they drain peace, hope and
happiness out of the air around them. . . . Get too near a Dementor and every good
feeling, every happy memory, will be sucked out of you. If it can, the Dementor will
feed on you long enough to reduce you to something like itself – soulless and evil.
You’ll be left with nothing but the worst experiences of your life’ (PoA, p. 140).
Rowling also uses the character of Hermione to depict some of her own passions. This
includes trying to achieve justice in the world. Hermione is a mudblood who suffers her own
injustices. She fights for the house elves, which is reminiscent of Rowling’s work for
Amnesty International (Shapiro, 2001, p. 45). In addition Rowling and Hermione share a
great love of learning (Eccleshare, 2002, p.74 and Shapiro, pp. 5-6). Christian values
dominate Harry’s values as they did Rowling’s upbringing (Granger, 2002, p. x). The loss of
her own mother may have also influenced Rowling’s depiction of Harry’s loss of his parents
(Granger, 2002, pp. 46-47). While Harry’s parents died when he was very young he seems to
sense them close to him particularly in times of trouble and Rowling may feel the same about
the loss of her own mother. Rowling’s depiction of gender issues, as well as her depiction of
foreigners, are those that she is most familiar from through her British culture, particularly
traditional English children’s novels depiction of females and foreigners (Eccleshare, p. 81,
pp. 86-87). Throughout the Harry Potter novels there are limited female roles and there is
apparent discrimination in the depiction of foreigners. The French students who visit from
Beauxbatons have the attractive French accent and good manners (GoF, p. 221) and
Beauxbatons itself is French for “beautiful wands” (Colbert, 2001, p. 149). However, the
students from Durmstrang in Eastern Europe are not described so kindly, one boy is unable to
eat his food without spilling it on himself (GoF, p. 227), and their Head, Professor Karkaroff, is described as being thin with a weak chin, yellow teeth and cold eyes (GoF, p. 217), and is a
reformed Death Eater (GoF, p. 586). It is worth noting that the term Durmstrang is itself a
play on the German words for “storm and stress” which are “sturm und drang” (Colbert,
2001, p. 73) and that England fought Germany in both World Wars.
The format of the novels is influenced by the literature Rowling read and admired as
both a child and adult (Granger, 2002, pp. 30-34). The seven books in the Narnia chronicles
as well as the use of magic in the series may have influenced Rowling’s use of magic and her
decision to have seven Harry Potter books (Granger, 2002, p. 31, p.150). Her characters
draw their names and characteristics from books she is familiar with, particularly classical
books (Nel, 2001, p.16). Cedric Diggory’s name is a play on the character Digory Kirke in
the Narnia Chronicles, and the name of Hogwarts caretaker, Argus Filch, is a play on the
hundred-eyed Argus, son of Arestor, whom the goddess Juno asked to watch the heifer, Io, a
disguised maiden, in Ovid’s Metamorphoses (Nel, 2001, p. 16). Fawkes, Dumbledore’s
phoenix, is named after the famous English villain Guy Fawkes who attempted to blow up
the English parliament and Hagrid’s pet dog Fluffy reminds us of the three-headed dog
Cerebus found in Greek Mythology, especially when Hagrid “bought him off a Greek
chappie” (PS, p. 141). Other examples of these allusions to famous historical, fictional
characters and mythological creatures occur throughout the series.
Rowling’s view of authority, particularly government and bureaucracy, has likely
been influenced by her experience as a welfare mother under the Margaret Thatcher
government and her experience of New Labour (Granger, 2002, p. 90, Nel, 2001, pp. 39-40
and Blake, 2002, pp. 23-31). Rowling shows her love of books and her nearly classical
education (Granger, 2002, p. 151) through her depiction of educational institutions in the
series (Eccleshare, 2002, pp. 89-94). She values education highly but not necessarily some of
the pedagogies that dominate it. She also brings a particularly British perspective to class hierarchies in the series (Eccleshare, p. 80 and Nel, 2001, pp. 42-43). We see depictions of
privileged upbringing being attacked but our hero himself is privileged through the money
that is available to him. Harry and his friends illustrate the consumerism that Rowling herself
is familiar with from her own background (Westman, 2002). She also draws on the British
love of nostalgia, as Harry’s world is itself very nostalgic in its portrayal (Blake, 2002, pp.7-
15).
Rowling, like all of us, has been influenced by her past. She has her own ideological
perspective, which she brings to her writing whether consciously or unconsciously. Through
close reading of the text and the help of critics we are able to gain some understanding of
these ideologies.
hierarchies in the series (Eccleshare, p. 80 and Nel, 2001, pp. 42-43). We see depictions of
privileged upbringing being attacked but our hero himself is privileged through the money
that is available to him. Harry and his friends illustrate the consumerism that Rowling herself
is familiar with from her own background (Westman, 2002). She also draws on the British
love of nostalgia, as Harry’s world is itself very nostalgic in its portrayal (Blake, 2002, pp.7-
15).
Rowling, like all of us, has been influenced by her past. She has her own ideological
perspective, which she brings to her writing whether consciously or unconsciously. Through
close reading of the text and the help of critics we are able to gain some understanding of
these ideologies. our societies including the depiction of values which are consistent with those found in
modern Christian societies. The thesis author also felt that this study supported the view that
the books are suitable for use in our educational institutions including those catering for
students aged nine to fourteen years. Those critics who felt the series was dangerous for
young people to read were in the minority and their arguments were poorly grounded. This
study also caused the author to conclude that there was insufficient research into how young
people felt about the series.
The collective case study, both the interviews and focus group research, provided the
opportunity for the author to research how young people felt about the series and whether
they felt a connection with the books. Comments made by the students will be included in
later sections of the thesis but the research did indicate that many young people do generally
enjoy reading the novels, that they relate to the various characters in the stories and that they
comprehend that the stories are value laden.
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