Harry Potter and the Quest for Values
Through research and analysis this thesis found that the Harry Potter series is popular
with our youth and that they are connected to the characters in the books and the choices they
make. This study also found that the series, through the characters and choices they make,
provides itself as a valuable teaching tool because it is able to be used in both secular and
Catholic schools regardless of attacks on the books by Christian groups. Studies undertaken
indicated that the values presented in the books are compatible with our Australian societal
values and that with the use of good teaching strategies the books can assist students in
developing their higher-order thinking skills.
The Harry Potter series can be used to assist youth in acquiring values that will assist
them in their personal development and to help them become useful contributors to our
modern world. Through the character of Harry Potter and his experiences students can learn
more about themselves and the values they need to overcome those difficulties that they, like
all of us, face in life.
ACKNOWLEDGEMENTS
This thesis acknowledges the support and encouragement of all those I have come in
contact with during my years in Catholic Education in Tasmania. I particularly acknowledge
the support and assistance provided by Mr Tony Webb, Mrs Jill Morgan, Mr Craig Deayton
and Dr Dan White.
I also acknowledge the guidance provided by Associate Professor Margot Hillel OAM
and Dr Ken Smith. Without their advice and their understanding this thesis would not have
been completed.
This thesis is dedicated to my patient and understanding wife, Lee-Anne, my three
supportive children Dominic, Anna and Kristian and my parents, Jack and Doreen, who
brought me up to value education as a life-long pursuit.
LIST OF ABBREVIATIONS
Harry Potter and the Philosopher's Stone: PS
Harry Potter and the Chamber of Secrets: CoS
Harry Potter and the Prisoner of Azkaban: PoA
Harry Potter and the Goblet of Fire: GoF
Harry Potter and the Order of the Phoenix: OoP
Harry Potter and the Half Blood Prince: HBP
Good News for Living (Document/Framework): GNFL
CHAPTER 1: INTRODUCTION:
HARRY POTTER AND THE QUEST FOR VALUES:
HOW THE BOY WIZARD CAN ASSIST YOUNG PEOPLE IN MAKING CHOICES
“[Harry is] a virtuous agent whose commitments will inevitably lead to conflicts with
the evil that threatens his world”
(James Smith, 2005, ¶ 17)
Stories, like the Harry Potter series, have been part of humankind for thousands of
years and part of the classroom scene as long as schools have existed. They are multidimensional
teaching tools that can be used in various areas of education including the
teaching of literacy skills, belief systems and critical reflective skills. Stories are still used in
our classrooms each day whether through the written word, oral presentations, audio tapes,
CDs, video tapes or DVDs. How teachers use the stories depends on the curriculum
framework they follow and their own teaching techniques and belief systems.
The education system has a duty to teach its students values. As Maureen Carroll
(2004) states, “Education must support the development of well-rounded individuals who are
able to feel deeply with compassion for others, to think penetratingly and clearly and act
justly for humanity” (p. 2). Schools must not indoctrinate students into a particular value
system but provide the opportunity for students to gain a set of personal values. Through
teaching methods that allow students to be critically reflective of competing values, students
should be able to gain a set of values that are beneficial to both themselves and society.
This thesis argues that the Harry Potter books are useful resources for the teaching of
values in our schools because the series’ central character, Harry Potter, lives out values that
are generally regarded as worthwhile by contemporary Australian society. The popularity of the series with youth, and the familiarity of their content, provides an opportunity for teachers
to instruct students in values. These values will assist students in living their lives and also in
benefiting society as a whole in a time when our value systems are under strain due to rapid
changes in our societies and the influence of forces such as the media.
Part of this thesis deals with elements that have influenced the creation of the Harry
Potter stories and asserts that the series draws from the “hero journey” or “monomyth”
described by Joseph Campbell, David Leeming and others (Campbell, 1949/1993, Leeming,
1973): “The monomyth itself is an expression of the journey of the hero figure and a
reflection of our own journey from birth to the unknown” (Leeming, p. 6). The hero is
seeking to understand how they and the world operate and they need to establish a personal
value system that will provide guidance for them to operate effectively in their world. Harry
Potter and other characters in the books are shown developing value systems which guide
their lives and it is through the illustration of these values that the series presents itself as a
useful learning tool. These values include goodness, kindness, selflessness and hope.
Values Education is particularly relevant in Religious Education because all religions
have a set of values. This thesis argues for the use of the Harry Potter series of books in the
teaching of values espoused in Religious Education as well as general Values Education. It
particularly centres on Values Education in Catholicism and draws on the use of the Harry
Potter books to assist in the instruction of values relevant to this Christian-based faith. The
thesis also mentions how the series offers itself as a resource in teaching higher-order
thinking skills that will assist students throughout life.
Through research and analysis this thesis found that the Harry Potter series is popular
with our youth and that they are connected to the characters in the books and the choices they
make. This study also found that the series, through the characters and choices they make,
provides itself as a valuable teaching tool because it is able to be used in both secular and
Catholic schools regardless of attacks on the books by Christian groups. Studies undertaken
indicated that the values presented in the books are compatible with our Australian societal
values and that with the use of good teaching strategies the books can assist students in
developing their higher-order thinking skills.
The Harry Potter series can be used to assist youth in acquiring values that will assist
them in their personal development and to help them become useful contributors to our
modern world. Through the character of Harry Potter and his experiences students can learn
more about themselves and the values they need to overcome those difficulties that they, like
all of us, face in life.
ACKNOWLEDGEMENTS
This thesis acknowledges the support and encouragement of all those I have come in
contact with during my years in Catholic Education in Tasmania. I particularly acknowledge
the support and assistance provided by Mr Tony Webb, Mrs Jill Morgan, Mr Craig Deayton
and Dr Dan White.
I also acknowledge the guidance provided by Associate Professor Margot Hillel OAM
and Dr Ken Smith. Without their advice and their understanding this thesis would not have
been completed.
This thesis is dedicated to my patient and understanding wife, Lee-Anne, my three
supportive children Dominic, Anna and Kristian and my parents, Jack and Doreen, who
brought me up to value education as a life-long pursuit.
LIST OF ABBREVIATIONS
Harry Potter and the Philosopher's Stone: PS
Harry Potter and the Chamber of Secrets: CoS
Harry Potter and the Prisoner of Azkaban: PoA
Harry Potter and the Goblet of Fire: GoF
Harry Potter and the Order of the Phoenix: OoP
Harry Potter and the Half Blood Prince: HBP
Good News for Living (Document/Framework): GNFL
CHAPTER 1: INTRODUCTION:
HARRY POTTER AND THE QUEST FOR VALUES:
HOW THE BOY WIZARD CAN ASSIST YOUNG PEOPLE IN MAKING CHOICES
“[Harry is] a virtuous agent whose commitments will inevitably lead to conflicts with
the evil that threatens his world”
(James Smith, 2005, ¶ 17)
Stories, like the Harry Potter series, have been part of humankind for thousands of
years and part of the classroom scene as long as schools have existed. They are multidimensional
teaching tools that can be used in various areas of education including the
teaching of literacy skills, belief systems and critical reflective skills. Stories are still used in
our classrooms each day whether through the written word, oral presentations, audio tapes,
CDs, video tapes or DVDs. How teachers use the stories depends on the curriculum
framework they follow and their own teaching techniques and belief systems.
The education system has a duty to teach its students values. As Maureen Carroll
(2004) states, “Education must support the development of well-rounded individuals who are
able to feel deeply with compassion for others, to think penetratingly and clearly and act
justly for humanity” (p. 2). Schools must not indoctrinate students into a particular value
system but provide the opportunity for students to gain a set of personal values. Through
teaching methods that allow students to be critically reflective of competing values, students
should be able to gain a set of values that are beneficial to both themselves and society.
This thesis argues that the Harry Potter books are useful resources for the teaching of
values in our schools because the series’ central character, Harry Potter, lives out values that
are generally regarded as worthwhile by contemporary Australian society. The popularity of the series with youth, and the familiarity of their content, provides an opportunity for teachers
to instruct students in values. These values will assist students in living their lives and also in
benefiting society as a whole in a time when our value systems are under strain due to rapid
changes in our societies and the influence of forces such as the media.
Part of this thesis deals with elements that have influenced the creation of the Harry
Potter stories and asserts that the series draws from the “hero journey” or “monomyth”
described by Joseph Campbell, David Leeming and others (Campbell, 1949/1993, Leeming,
1973): “The monomyth itself is an expression of the journey of the hero figure and a
reflection of our own journey from birth to the unknown” (Leeming, p. 6). The hero is
seeking to understand how they and the world operate and they need to establish a personal
value system that will provide guidance for them to operate effectively in their world. Harry
Potter and other characters in the books are shown developing value systems which guide
their lives and it is through the illustration of these values that the series presents itself as a
useful learning tool. These values include goodness, kindness, selflessness and hope.
Values Education is particularly relevant in Religious Education because all religions
have a set of values. This thesis argues for the use of the Harry Potter series of books in the
teaching of values espoused in Religious Education as well as general Values Education. It
particularly centres on Values Education in Catholicism and draws on the use of the Harry
Potter books to assist in the instruction of values relevant to this Christian-based faith. The
thesis also mentions how the series offers itself as a resource in teaching higher-order
thinking skills that will assist students throughout life.
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