CHAPTER 4: CHOICE AND VALUES IN HARRY POTTER
“Living a life that matters doesn't happen by accident. It's not a matter of circumstance but of
choice”
(Michael Josephson, 2003).
Introduction
The Harry Potter series deals with a hero who struggles throughout his life. As Harry
continues on his life journey he, like all of us, needs to make a number of choices. These
choices are the key to discovering Harry’s values and the choices that we make are the key to
our humanity. In this chapter specific mention is made of the values that both critics and
students have recognised in the series. Comment is also made in relation to the Catholic
belief in the importance of humanity’s ability to make free choices because this freedom
separates humans from all other creatures and supports the Christian belief in their eternal
bond with God.
Critics, youth, Harry Potter and values
In essence, critics’ personal ideologies have dominated the opinions they have made
regarding the Harry Potter series. Critics have drawn from their own ideologies and referred
to aspects of the Harry Potter series which speak most relevantly to them at the time they
read and expressed views regarding the novels. All critics’ comments are relevant because
they bring meanings to the text which may differ to other people’s reading of the text.
People’s perception of the values in any text will also vary due to the different ideologies they bring to that text. This thesis, in seeking to reach an understanding of values that can be
found in the series, makes observations on values that both critics and young people found in
the books. It is through their opinions that a substantive understanding of values in the Harry
Potter series can be ascertained. As this thesis is considering the use of the series in teaching
Religious Education in a Christian context, the values that have been singled out for study are
those that can be classed as Christian values. These values, which guide the way we live, are
generally perceived as our personal values.
The qualities that a person demonstrates in their behaviour indicate the personal
values that the person has. These qualities are seen as being important for one’s development
because they are seen as essential to the formation of the self. Personal qualities are also
important in one’s religious beliefs. All religions carry some set of beliefs on the qualities we
should exhibit to fulfil our potential. The followers of Christianity would be expected to love
one another as Jesus loves humankind if Heaven on Earth is to be achieved, in Hinduism one
should refrain from killing if one wished to move further on the path to Moksha, and in
Buddhism truthfulness would be seen as a personal quality if one wishes to eventually
achieve Nirvana. However, one can also exhibit personal qualities without having any
religious beliefs and a person may exhibit qualities that are in opposition to their supposed
religious beliefs. Through the examination of and reflection on one’s qualities it is possible to
gain a greater understanding of ourselves and those around us. Personal qualities are
important in our spiritual and moral growth, regardless of our religious beliefs.
Critics have made statements on the personal qualities they found in the Harry Potter
series and their satisfaction or dissatisfaction with them. The qualities mentioned included
selflessness, self-sacrifice, honesty, kindness, fairness, tolerance, respect, loyalty, self
discipline, relationships, friendships, compassion, trust, courage, grace, need for justice,
mercy and hope.
Choice
“ ‘Life is a do-it-yourself project.’ Your attitudes and the choices you make today will be
your life tomorrow, build it wisely”
(Life is a do-it-yourself project. n.d. p. 1)
Choice derives from the word “choose,” meaning, specifically, to pick from a greater
number (The Oxford reference dictionary, Hawkins, 1986, p. 454). Choosing is defined as
“the act or power of choosing” (ibid.). Choice is also highlighted in opinions expressed by
critics because it is seen as important to the series. As Mimi Gladstein (2004) states,
“Rowling creates a world where what is and should be important is the “content of one’s
character” and the choices one makes” (p. 49). Plyming (2001) refers to the importance of
Harry choosing to want to be in Gryffindor rather than Slytherin. He justifiably mentions the
importance of Dumbledore’s statement in CoS that, “It is our choices, Harry, that show what
we truly are, far more than our abilities” (CoS, p. 245) (p. 14). We demonstrate our personal
values through the choices we make. Other critics see this as a key statement in the series
(Cherrett, 2003, p. 29, Bridger, 2001, p. 74, 2001, Houghton, 2001, p.17, Beck, 2001, p. 53,
Pharr, 2002, p. 63, et al.). In “the Harry Potter series, choice is used to deny the fixedness of
nature as characters are not good or bad in essence but in their choices” (Lachance, 2005, p.
75). Hélène Lachance (2005) also states that in making his choices “Harry (Potter ) shows a
string of moral values that corresponds [sic] to Christian humanist criteria: courage, loyalty,
love, forgiveness, altruism, nobility of the soul, spirit of sacrifice, etc” (p. 65).
Plyming (2001) highlights “This emphasis of choice over and against fate, peer
pressure and family pedigree”, as being at the heart of the spirituality in the Harry Potter
series (p. 14). He relates this choice to that preached in the New Testament and which provides guidance in remembering that we “are morally responsible people, who can make
choices and who must answer for them” (p. 15). Choices have consequences in real life and
they also have consequences in the Harry Potter series (Doughty, 2002, p. 249, Pharr, 2002,
p. 64). Plyming also emphasises that we “humans do not have to be slaves to the voices
without or the genes within” (p. 15). It is clear that through our choices we illustrate what sort
of person we are, what our personal values are (Cherrett, 2003, p. 32, Kern, 2003, p. 88).
John Granger (2002) also believes that the choices Harry makes define who he is (p. 77), as
does Killinger (2002, p. 94). As Granger states: “Harry makes two types of choices in every
book – about what sort of person he is and what to do in a crisis – and he chooses ‘what is
right’ over ‘what is easy’ every time” (p. 77). Often these choices cause Harry suffering but
this does not deter him from continuing to make the right decisions (Killinger, p. 99).
Bridger comments on the theme of choice that is apparent in the Harry Potter series
as corresponding to “one of the major themes of ethics – the relationship between freewill
and determinism ” (2001, p. 74). Beck also stresses this point when she states that the Harry
Potter series discusses the issue of free will “ that as human beings we were created to be free
to choose and then live with the consequence of such choices ” (p. 53). David and Catherine
Deavel (2002) also mention Rowling’s emphasis on choice versus destiny and “ how choices
must be made according to the criteria of truth and absolute moral limits ” (p. 49). Kern
(2003) states how important choice over fate is in the Harry Potter series (p. 54). Chantel
Lavoie (2003) also cites the important lesson of choice demonstrated by Harry Potter (p. 42).
She states children, too, have important decisions to make, and Rowling’s books emphasise
that children need to consider individual preference, conscience, and right and wrong rather
than what the majority think and do. These choices should be informed, reflecting both selfreliance
and cooperation-involving group or family loyalty and “grown-up” negotiations
between these shifting boundaries (p. 42). Rebecca Skulnick and Jesse Goodman (2003) recognise the importance of Harry not
blindly following institutional rules but basing his choices on “his sense of citizenship, his
ability to make concerted choices, and his willingness to negate or promote the rules of his
popular government, the Hogwarts institution” (p. 264). Some critics attack Harry for making
choices that are against set rules because they feel that this illustrates some sort of antiauthoritarian
stance which the series’ readers may adopt (Furst & Heilman, 2001, p. 135,
Abanes, 2001, pp. 260-261). However, Harry generally only breaks set rules for the common
good. In fact he often illustrates a higher level of moral development than many of the adults
in the series. If people are willing to break rules when a higher principle is at stake then they
are said to be at the Postconventional level under Kohlberg’s stages of moral development, a
level usually reserved for adults (Whited & Grimes, 2002, p. 195). With Harry being
predominantly at this stage of moral development he avoids being manipulated by those
around him. In essence it assists him in being a leader rather than a follower:
We cannot make good choices by mindlessly keeping to a set of rules and regulations.
In fact, if we never progress beyond an unthinking attitude of compliance with laws
handed down to us from above, we may even lay ourselves open to deception and
manipulation by authority figures who would wish to control and enslave us.
(Cherrett, 2003, pp. 35-36)
Other critics have also noted the importance of the choices characters in the series
make in relation to their moral development. They relate Harry’s development to Kohlberg’s
stages of moral development because Kohlberg’s work is still an acceptable criterion to
analyse a person’s moral development. Lana Whited and M. Katherine Grimes (2002)
undertake a study on the actions and attitudes key characters show in making choices to try
and ascertain at what level they are performing at (pp. 182-208). They place Draco Malfoy at Stage 1: Punishment and Obedience, based on his actions in the first book, PS (p. 185). In the
book GoF they feel Harry is predominantly acting at the Stage Three: Interpersonal level (p.
189) but has shown steady signs of movement into the Stage Four: Authority and Social
Order level and occasionally the Stage Five: Social Contract level in PoA and GoF (p. 199-
200). Kern (2003) makes mention of Whited and Grimes work in this area and while making
comment on the weaknesses in Kohlberg’s model and offering insight into others’ work
regarding this model, including Carol Gilligan’s (1982), he does believe that Harry’s stories
will help children with their moral reasoning because of the reasoning Harry and other
characters use in the series (pp. 123-127).
Cherrett (2003) also notes how the majority of Harry’s choices involve choosing
what is right over what is easy (p. 48). Pharr (2002) recognises that the thin but crucial wall
that separates us between being good and being evil is choice (p. 63). This choice, however,
can be guided by providing opportunities for students to experience moral behaviour. Thomas
Shannon (2006) states that adults:
can encourage moral behavior, we can help moral development, but at a certain point
individuals have to do it by themselves, on their own, without anyone observing them.
One has given them the moral map, helped them learn to read it, but now you hope the
map is internal and will help them to navigate their own way (p. 44).
Students surveyed in this study made mention of the importance of choice. To the
question, “What do you think Dumbledore means when he says to Harry, in Harry Potter and
the Chamber of Secrets, ‘It is our choices, Harry, that show what we truly are, far more than
our abilities.’ (p. 245)?” students’ responses indicated an understanding about the importance
choice has in deciding who we are (Appendix 7, Student Interview responses, p. 3). Student
views included: Your actions show what sort of person you are or become. Your choices
decide your path in life
• Your actions are decided by your choices not anyone else’s. Choices can be
affected by background but still are your choices
• You can choose who you are and what you become
• Abilities you have, choices you decide, you can change
• You have to have the strength to choose what you think is right
• Choices decide what we mean in life, what we believe in life
• Your choices affect others
• Your personality is important. Your choices reveal who you truly are
• Making choices and decisions show what sort of person you really are
• Choices/decisions decide whether we are good or bad people
Throughout the Harry Potter series Harry and his friends and others make choices
from which the reader is then able to judge what sort of person they are, what values they
espouse. In the response to the question, “Can you please list for me some of Harry’s
personal values that you perceive from reading the book(s)?” students were able to provide a
extensive list of the personal values Harry exhibits (Appendix 7, Student Interview responses,
p. 4). These included kindness, courage, a caring attitude and loyalty. In focus group
discussions students also recognised personal values exhibited by Harry and others in the
books. They recognised values such as courage, cunning, loyalty, bravery and modesty
(Appendix 8, Focus Group responses, pp. 1-2).
At the end of HBP we see Harry prepared to be responsible for his own moral
behaviour rather than be guided by advice from those around him. He is now about to turn
seventeen and has grown in his ability to make choices. Harry has moved through Kohlberg’s stages of moral development and found both joy and tragedy through the consequences of
choices that he has made (Kern, 2003, pp. 121-127. Whited & Grimes, 2002, pp. 183-208). In
this way Harry is a model for other children because he has had to work his way through a
number of moral conflicts. Through the various experiences Harry has undertaken he gains a
greater ability to make educated moral decisions. His experiences provide examples for
children to analyse; they are able to study Harry’s “difficulties of moral conflict to have a
better sense of ethical problems and solutions. The non-threatening conditions of imaginative
play allow them to try out different approaches and to adopt different perspectives” (Kern, p.
40). As Kern (2003) suggests, fantasy literature, such as the Harry Potter series, offers youth
a chance to work through difficult moral questions in a safe and secure context (p. 120).
Whited and Grimes (2002) also reflect on Kohlberg’s theory of moral development and feel
that based on Kohlberg’s views “Rowling provides young readers with models of moral
decision-making via the characters who inhabit her magical and Muggle worlds” (p. 207). At
the end of HPB Harry has recently lost the guidance of Albus Dumbledore, the moral
lighthouse that has guided him through the dark times he has faced in his short life, and is
now ready to voyage out under his own steam, guided by his own choices, navigating his
own destiny.
“Living a life that matters doesn't happen by accident. It's not a matter of circumstance but of
choice”
(Michael Josephson, 2003).
Introduction
The Harry Potter series deals with a hero who struggles throughout his life. As Harry
continues on his life journey he, like all of us, needs to make a number of choices. These
choices are the key to discovering Harry’s values and the choices that we make are the key to
our humanity. In this chapter specific mention is made of the values that both critics and
students have recognised in the series. Comment is also made in relation to the Catholic
belief in the importance of humanity’s ability to make free choices because this freedom
separates humans from all other creatures and supports the Christian belief in their eternal
bond with God.
Critics, youth, Harry Potter and values
In essence, critics’ personal ideologies have dominated the opinions they have made
regarding the Harry Potter series. Critics have drawn from their own ideologies and referred
to aspects of the Harry Potter series which speak most relevantly to them at the time they
read and expressed views regarding the novels. All critics’ comments are relevant because
they bring meanings to the text which may differ to other people’s reading of the text.
People’s perception of the values in any text will also vary due to the different ideologies they bring to that text. This thesis, in seeking to reach an understanding of values that can be
found in the series, makes observations on values that both critics and young people found in
the books. It is through their opinions that a substantive understanding of values in the Harry
Potter series can be ascertained. As this thesis is considering the use of the series in teaching
Religious Education in a Christian context, the values that have been singled out for study are
those that can be classed as Christian values. These values, which guide the way we live, are
generally perceived as our personal values.
The qualities that a person demonstrates in their behaviour indicate the personal
values that the person has. These qualities are seen as being important for one’s development
because they are seen as essential to the formation of the self. Personal qualities are also
important in one’s religious beliefs. All religions carry some set of beliefs on the qualities we
should exhibit to fulfil our potential. The followers of Christianity would be expected to love
one another as Jesus loves humankind if Heaven on Earth is to be achieved, in Hinduism one
should refrain from killing if one wished to move further on the path to Moksha, and in
Buddhism truthfulness would be seen as a personal quality if one wishes to eventually
achieve Nirvana. However, one can also exhibit personal qualities without having any
religious beliefs and a person may exhibit qualities that are in opposition to their supposed
religious beliefs. Through the examination of and reflection on one’s qualities it is possible to
gain a greater understanding of ourselves and those around us. Personal qualities are
important in our spiritual and moral growth, regardless of our religious beliefs.
Critics have made statements on the personal qualities they found in the Harry Potter
series and their satisfaction or dissatisfaction with them. The qualities mentioned included
selflessness, self-sacrifice, honesty, kindness, fairness, tolerance, respect, loyalty, self
discipline, relationships, friendships, compassion, trust, courage, grace, need for justice,
mercy and hope.
Choice
“ ‘Life is a do-it-yourself project.’ Your attitudes and the choices you make today will be
your life tomorrow, build it wisely”
(Life is a do-it-yourself project. n.d. p. 1)
Choice derives from the word “choose,” meaning, specifically, to pick from a greater
number (The Oxford reference dictionary, Hawkins, 1986, p. 454). Choosing is defined as
“the act or power of choosing” (ibid.). Choice is also highlighted in opinions expressed by
critics because it is seen as important to the series. As Mimi Gladstein (2004) states,
“Rowling creates a world where what is and should be important is the “content of one’s
character” and the choices one makes” (p. 49). Plyming (2001) refers to the importance of
Harry choosing to want to be in Gryffindor rather than Slytherin. He justifiably mentions the
importance of Dumbledore’s statement in CoS that, “It is our choices, Harry, that show what
we truly are, far more than our abilities” (CoS, p. 245) (p. 14). We demonstrate our personal
values through the choices we make. Other critics see this as a key statement in the series
(Cherrett, 2003, p. 29, Bridger, 2001, p. 74, 2001, Houghton, 2001, p.17, Beck, 2001, p. 53,
Pharr, 2002, p. 63, et al.). In “the Harry Potter series, choice is used to deny the fixedness of
nature as characters are not good or bad in essence but in their choices” (Lachance, 2005, p.
75). Hélène Lachance (2005) also states that in making his choices “Harry (Potter ) shows a
string of moral values that corresponds [sic] to Christian humanist criteria: courage, loyalty,
love, forgiveness, altruism, nobility of the soul, spirit of sacrifice, etc” (p. 65).
Plyming (2001) highlights “This emphasis of choice over and against fate, peer
pressure and family pedigree”, as being at the heart of the spirituality in the Harry Potter
series (p. 14). He relates this choice to that preached in the New Testament and which provides guidance in remembering that we “are morally responsible people, who can make
choices and who must answer for them” (p. 15). Choices have consequences in real life and
they also have consequences in the Harry Potter series (Doughty, 2002, p. 249, Pharr, 2002,
p. 64). Plyming also emphasises that we “humans do not have to be slaves to the voices
without or the genes within” (p. 15). It is clear that through our choices we illustrate what sort
of person we are, what our personal values are (Cherrett, 2003, p. 32, Kern, 2003, p. 88).
John Granger (2002) also believes that the choices Harry makes define who he is (p. 77), as
does Killinger (2002, p. 94). As Granger states: “Harry makes two types of choices in every
book – about what sort of person he is and what to do in a crisis – and he chooses ‘what is
right’ over ‘what is easy’ every time” (p. 77). Often these choices cause Harry suffering but
this does not deter him from continuing to make the right decisions (Killinger, p. 99).
Bridger comments on the theme of choice that is apparent in the Harry Potter series
as corresponding to “one of the major themes of ethics – the relationship between freewill
and determinism ” (2001, p. 74). Beck also stresses this point when she states that the Harry
Potter series discusses the issue of free will “ that as human beings we were created to be free
to choose and then live with the consequence of such choices ” (p. 53). David and Catherine
Deavel (2002) also mention Rowling’s emphasis on choice versus destiny and “ how choices
must be made according to the criteria of truth and absolute moral limits ” (p. 49). Kern
(2003) states how important choice over fate is in the Harry Potter series (p. 54). Chantel
Lavoie (2003) also cites the important lesson of choice demonstrated by Harry Potter (p. 42).
She states children, too, have important decisions to make, and Rowling’s books emphasise
that children need to consider individual preference, conscience, and right and wrong rather
than what the majority think and do. These choices should be informed, reflecting both selfreliance
and cooperation-involving group or family loyalty and “grown-up” negotiations
between these shifting boundaries (p. 42). Rebecca Skulnick and Jesse Goodman (2003) recognise the importance of Harry not
blindly following institutional rules but basing his choices on “his sense of citizenship, his
ability to make concerted choices, and his willingness to negate or promote the rules of his
popular government, the Hogwarts institution” (p. 264). Some critics attack Harry for making
choices that are against set rules because they feel that this illustrates some sort of antiauthoritarian
stance which the series’ readers may adopt (Furst & Heilman, 2001, p. 135,
Abanes, 2001, pp. 260-261). However, Harry generally only breaks set rules for the common
good. In fact he often illustrates a higher level of moral development than many of the adults
in the series. If people are willing to break rules when a higher principle is at stake then they
are said to be at the Postconventional level under Kohlberg’s stages of moral development, a
level usually reserved for adults (Whited & Grimes, 2002, p. 195). With Harry being
predominantly at this stage of moral development he avoids being manipulated by those
around him. In essence it assists him in being a leader rather than a follower:
We cannot make good choices by mindlessly keeping to a set of rules and regulations.
In fact, if we never progress beyond an unthinking attitude of compliance with laws
handed down to us from above, we may even lay ourselves open to deception and
manipulation by authority figures who would wish to control and enslave us.
(Cherrett, 2003, pp. 35-36)
Other critics have also noted the importance of the choices characters in the series
make in relation to their moral development. They relate Harry’s development to Kohlberg’s
stages of moral development because Kohlberg’s work is still an acceptable criterion to
analyse a person’s moral development. Lana Whited and M. Katherine Grimes (2002)
undertake a study on the actions and attitudes key characters show in making choices to try
and ascertain at what level they are performing at (pp. 182-208). They place Draco Malfoy at Stage 1: Punishment and Obedience, based on his actions in the first book, PS (p. 185). In the
book GoF they feel Harry is predominantly acting at the Stage Three: Interpersonal level (p.
189) but has shown steady signs of movement into the Stage Four: Authority and Social
Order level and occasionally the Stage Five: Social Contract level in PoA and GoF (p. 199-
200). Kern (2003) makes mention of Whited and Grimes work in this area and while making
comment on the weaknesses in Kohlberg’s model and offering insight into others’ work
regarding this model, including Carol Gilligan’s (1982), he does believe that Harry’s stories
will help children with their moral reasoning because of the reasoning Harry and other
characters use in the series (pp. 123-127).
Cherrett (2003) also notes how the majority of Harry’s choices involve choosing
what is right over what is easy (p. 48). Pharr (2002) recognises that the thin but crucial wall
that separates us between being good and being evil is choice (p. 63). This choice, however,
can be guided by providing opportunities for students to experience moral behaviour. Thomas
Shannon (2006) states that adults:
can encourage moral behavior, we can help moral development, but at a certain point
individuals have to do it by themselves, on their own, without anyone observing them.
One has given them the moral map, helped them learn to read it, but now you hope the
map is internal and will help them to navigate their own way (p. 44).
Students surveyed in this study made mention of the importance of choice. To the
question, “What do you think Dumbledore means when he says to Harry, in Harry Potter and
the Chamber of Secrets, ‘It is our choices, Harry, that show what we truly are, far more than
our abilities.’ (p. 245)?” students’ responses indicated an understanding about the importance
choice has in deciding who we are (Appendix 7, Student Interview responses, p. 3). Student
views included: Your actions show what sort of person you are or become. Your choices
decide your path in life
• Your actions are decided by your choices not anyone else’s. Choices can be
affected by background but still are your choices
• You can choose who you are and what you become
• Abilities you have, choices you decide, you can change
• You have to have the strength to choose what you think is right
• Choices decide what we mean in life, what we believe in life
• Your choices affect others
• Your personality is important. Your choices reveal who you truly are
• Making choices and decisions show what sort of person you really are
• Choices/decisions decide whether we are good or bad people
Throughout the Harry Potter series Harry and his friends and others make choices
from which the reader is then able to judge what sort of person they are, what values they
espouse. In the response to the question, “Can you please list for me some of Harry’s
personal values that you perceive from reading the book(s)?” students were able to provide a
extensive list of the personal values Harry exhibits (Appendix 7, Student Interview responses,
p. 4). These included kindness, courage, a caring attitude and loyalty. In focus group
discussions students also recognised personal values exhibited by Harry and others in the
books. They recognised values such as courage, cunning, loyalty, bravery and modesty
(Appendix 8, Focus Group responses, pp. 1-2).
At the end of HBP we see Harry prepared to be responsible for his own moral
behaviour rather than be guided by advice from those around him. He is now about to turn
seventeen and has grown in his ability to make choices. Harry has moved through Kohlberg’s stages of moral development and found both joy and tragedy through the consequences of
choices that he has made (Kern, 2003, pp. 121-127. Whited & Grimes, 2002, pp. 183-208). In
this way Harry is a model for other children because he has had to work his way through a
number of moral conflicts. Through the various experiences Harry has undertaken he gains a
greater ability to make educated moral decisions. His experiences provide examples for
children to analyse; they are able to study Harry’s “difficulties of moral conflict to have a
better sense of ethical problems and solutions. The non-threatening conditions of imaginative
play allow them to try out different approaches and to adopt different perspectives” (Kern, p.
40). As Kern (2003) suggests, fantasy literature, such as the Harry Potter series, offers youth
a chance to work through difficult moral questions in a safe and secure context (p. 120).
Whited and Grimes (2002) also reflect on Kohlberg’s theory of moral development and feel
that based on Kohlberg’s views “Rowling provides young readers with models of moral
decision-making via the characters who inhabit her magical and Muggle worlds” (p. 207). At
the end of HPB Harry has recently lost the guidance of Albus Dumbledore, the moral
lighthouse that has guided him through the dark times he has faced in his short life, and is
now ready to voyage out under his own steam, guided by his own choices, navigating his
own destiny.
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