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Harry Potter and Moral Development in Pre-adolescent Children

Article  in  Journal of Moral Education · June 2002

DOI: 10.1080/03057240220143304

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Journal of Moral Education, Vol. 31, No. 2, 2002

Review Article

Harry Potter and Moral

Development in Pre-adolescent
Children
LAUREN BINNENDYK &
KIMBERLY A. SCHONERT-REICHL
University of British Columbia, Canada

Harry Potter Boxed Set (Books 1–4)

J.K. ROWLING, 2001
Harry Potter and the Philosopher’s Stone
Harry Potter and the Chamber of Secrets
Harry Potter and the Prisoner of Azkaban
Harry Potter and the Goblet of Fire
New York, NY: Scholastic Inc.
4 Volumes, $85.80, hardcover, ISBN 0641066317

In an age of video games and cable television, the success of J.K. Rowling’s Harry
Potter stories is without precedent in children’s literature. The Harry Potter stories
have been in uential both in promoting children’s literature and in fostering chil-
dren’s love of reading. Many children are able to identify with Potter, perhaps
because he does not look like a typical hero—he is average-looking and wears
glasses. In a similar vein, Harry’s history of being bullied in school most probably
strikes a chord with the experiences of many of the pre-adolescent school-aged
children who read voraciously about him. Yet, not only children have been capti-
vated by these stories, adults around the world have also been entranced by Harry’s
adventures, as the reader is able to transcend reality into the world of imagination.
Rowling’s lavish descriptions of characters and inventions certainly cater to a child’s
state of imaginative immaturity (Tucker, 1999). Nevertheless, we argue herein that
the Harry Potter stories are more than simple sources of escapism and fantasy. More
speciŽ cally, because the Harry Potter stories are classic fairly tales—that is, stories
that revolve around the struggle of good versus evil and moral obligation—the
exploits of Harry Potter and his colleagues not only serve as a source of entertain-
ISSN 0305-7240 print; ISSN 1465-3877 online/02/020195-07
Ó 2002 Journal of Moral Education Ltd
DOI: 10.1080/03057240220143304
196 L. Binnendyk & K. A. Schonert-Reichl

ment but can provide an impetus for children’s social and moral development as
well (Bettelheim, 1977).
To explore this issue, we will Ž rst summarise J. K. Rowling’s four Harry Potter
stories. Then, we will answer a series of questions regarding the relation of Harry
Potter and his clan to moral development and moral education. Finally we will offer
some suggestions for for use of these stories in teaching.
In the Ž rst book, Harry Potter and the Philosopher’s Stone, Harry Potter on his
11th birthday receives a letter delivered by an owl, claiming that Harry is a wizard
and is therefore eligible to attend Hogwarts School of Witchcraft and Wizardry. This
is astounding news for Harry, who has been living a horrible existence with his
dreadful relatives, the Dursleys, ever since his parents’ death 10 years earlier.
Harry’s Ž rst year at Hogwarts is a very exciting one: he learns about his past,
develops two close friendships (Hermione and Ron), begins his training to become
a wizard, becomes a star “Quidditch” player and battles in a deadly duel with the
dark lord, Voldemort. In the second book, Harry Potter and the Chamber of Secrets
Harry, who is excited about his forthcoming year at Hogwarts, receives a warning
from a little green elf, Dobby, telling him that evil things will happen if he returns
to Hogwarts. Ignoring the warning, Harry returns to discover that the evil chamber
of secrets has been opened, and something or someone is turning students to stone.
Harry, with the help of his two close friends, Hermione and Ron, solves the mystery
and kills the serpent that inhabits the chamber. Rowling’s third book, Harry Potter
and the Prisoner of Azkaban, takes place during Harry’s third year at Hogwarts. Sirius
Black, the infamous prisoner and apparent heir to Lord Voldemort, has escaped
Azkaban and is rumoured to be headed to Hogwarts to kill Harry in hopes that
Harry’s death will bring back Voldemort. Harry, however, fears not Sirius but the
prison guards that are lurking among school boundaries searching for their escapee.
In the end Harry, Ron and Hermione discover Sirius and learn the truth as to what
really happened so many years ago on the night Voldemort murdered Harry’s
parents. Finally, in the fourth book Harry Potter and the Goblet of Fire Harry, now 13,
attends his Ž rst Quidditch World cup, develops a crush on a fellow student and
participates in the Triwizard tournament—an international tournament where
participants from three schools compete in potentially deadly events. After winning
the last event, Harry again Ž nds himself in a deadly duel with the dark lord.
This time, however, Voldemort has regained his strength and recruited many of his
old followers. Harry’s bravery withstands Voldemort’s evil powers, as he escapes
unscathed.
Apart from fulŽ lling a need for fantasy, how does Harry Potter contribute to
children’s development and understanding of life? This is an important question to
ask, because many children (girls and boys) view this ordinary, marginal, nerdy boy
as their hero. In this essay review we will address several questions. First, are the
Harry Potter stories moral tales? Secondly, do the characters from the stories
represent particular stages in Kohlberg’s model of moral reasoning? Thirdly, given
Harry Potter’s fame, could the stories be used as a vehicle to promote moral
development in pre-adolescent children? That is, what implications might these
Ž ndings have for moral education?
 Harry Potter and Moral Development 197

Are Rowling’s Stories Moral Narratives?

Overall, Rowling’s stories fulŽ ll the reader’s need for a story with moral certainty.
Bear et al. (1997) assert, “to act in a moral way, a person must Ž rst understand how
his or her actions affect the welfare of others, judge whether such actions are right
or wrong, intend to act in accord with this judgement and follow through with this
intention” (p. 14). In these stories, the expression of morality is so simplistic that
Harry Potter, a boy of 11 years of age, displays little difŽ culty judging right from
wrong. He lives in a black and white moral universe where good and evil co-exist
and are always in competition to reign over the school he attends. Evil and greed are
challenged with the moral values of courage, friendship and the power of love
(Tucker, 1999). Harry Potter has an integral part in each story—his role is to restore
peace in the school by battling against evil dark magic. Harry has no difŽ culty
understanding what is right for the school; however, such a feat is conceivable only
with the help of his two close friends and the loving memory of his dead parents. In
addition, Rowling makes it difŽ cult for the reader to identify with evil characters,
because not only is evil portrayed as intrinsically immoral, those who are presented
as evil in Rowling’s stories are described as physically repulsive (Tucker, 1999). A
particularly apt example that supports this assertion is found in Rowling’s descrip-
tion of the nasty professor Severus Snape in Harry Potter and the Philosopher’s Stone,
“a teacher with greasy black hair, a hooked nose and sallow skin” (p. 94).
The importance of teamwork is another example of how Rowling conveys a
moral theme in her stories. All students are divided into four houses—Ravenclaw,
Slytherin, Huf epuff and GrifŽ ndor. Throughout the school year, students from
these four houses compete in various ways for “points”, both on the “Quidditch”
pitch and in the classroom. The house that accumulates the most points at the end
of the year wins the house cup. Winning the house championship is considered a
great achievement by the whole school, including professors and school administra-
tors. If a student behaves prosocially, they are awarded house points; transgressions
or any other antisocial behaviour, however, result in the deduction of points. This
collection of points systematically promotes moral responsibility by proactively
reinforcing prosocial behaviour and a sense of collective responsibility (Bear et al.,
1997). Students learn to work together and develop a conscious awareness of their
actions and their effect on the peers in their community. That is, the students
perceive themselves as equal parts of a whole and are therefore motivated to work
together so they will not disappoint the members in their community, which
includes both their peers and their teachers. Furthermore, both sexes are viewed
equally. For example, boys and girls play on the same “Quidditch” teams and thus
are equal participants in the pursuit of a set of common goals. Taken together, such
educational practices that promote a sense of collective responsibility both to and for
the community are in line with the concepts of a positive “moral atmosphere”,
espoused by Kohlberg and others relative to social environments (e.g. Power et al.,
1989; Binfet et al., 1997). Indeed, Kohlberg posited that it is within the context of
a positive moral atmosphere where developmental changes in moral reasoning are
most likely to occur. As well, the moral atmosphere of an institution provides a
198 L. Binnendyk & K. A. Schonert-Reichl

critical link between individuals’ competence in moral reasoning and their moral
behaviour (e.g. Kohlberg & Higgins, 1987). Hence, the social milieu in which Harry
Potter and his peers Ž nd themselves is most probably one that can foment the
development of their moral reasoning as well as their prosocial behaviours. It should
be noted, however, that this is true for only those children residing in “houses”
which work toward a positive goal—the Slytherins, given their antisocial stance, are
never rewarded.

Do Rowling’s Characters Match Kolhberg’s Stages of Moral Reasoning?

Lawrence Kohlberg’s cognitive-developmental theory of moral reasoning is an
attempt to explain how individuals reason about moral issues and how their
reasoning changes as they move from childhood to adulthood. Moral development
refers to the process through which a person progresses from an egocentric, exter-
nally directed individual to a self-directed and other-focused, socially responsive and
responsible person. If Harry Potter can or should be used as a vehicle to foster moral
growth in accordance with Kohlberg’s theory, one Ž rst step is to attempt to describe
the main characters in the Harry Potter series in terms of their predominant stage of
moral development using Kohlberg’s stage typology. Such a description can provide
a backdrop for examining the portrayal of moral discussions and moral reasoning
among the characters.
Kohlberg’s Ž rst stage (Stage One) of moral reasoning—heteronomous morality
or punishment and obedience orientation—is exempliŽ ed by Dobby, the little green
elf from Rowling’s second and fourth books. Whenever he breaks a rule, Dobby
reprimands himself by engaging in self-injurious behaviour. For Dobby, the ration-
ale for his behaviour is clear—any misdeed should result in physical punishment.
There is no reference to internal, psychological motivations or intentions. This
connection between rule-breaking and punishment transcends the direct relation in
that Dobby even punishes physically himself when his rule-breaking is unbeknown
to his master. As Kohlberg (1984) deŽ nes Stage One, justice involves punishing the
bad guys in terms of “an eye for an eye and a tooth for a tooth”.
Draco Malfoy, Harry’s archenemy, best characterises a Stage Two reasoner
displaying an individualistic , instrumental purpose orientation. For Malfoy, what is
right is that which will satisfy his own personal, concrete needs. This is illustrated in
his continued focus on the accumulation of house points for their own sake with
little regard for moral cooperation and human relationships. Moving beyond this
focus on individualistic, egocentric concerns at State Two is the movement to Stage
Three reasoning, the interpersonal cooperation orientation. Illustrative of this stage
is Ron, Harry’s trusted and loyal friend. Ron will do anything for Harry in order to
preserve their close friendship. For example, Ron will risk expulsion from school to
appease Harry by joining him on his unauthorised adventures. These actions
exemplify lucidly the characteristics of the trusted, loyal sidekick that are typical
Stage Three qualities. What is right is that which keeps mutual relationships in
which trust, loyalty, respect and gratitude are at the fore.
Kohlberg’s Stage Four of moral reasoning—the law and order orientation—is
 Harry Potter and Moral Development 199

aptly portrayed by Hermione, Harry Potter’s other best friend. Moving beyond an
emphasis on maintaining an interpersonal relationship (as described above with
regard to Ron), Hermione is characterised by a Stage Four focus because of her
emphasis on maintaining the functioning and existence of the system as a whole—
she abhors any violation of school rules because such acts fail to maintain the
system. Her belief that rules cannot be disobeyed because they will result in chaos
clearly typiŽ es Stage Four reasoning. Hermione continuously attempts to maintain
the social order by abiding by school rules and becomes very upset when Harry and
Ron continue to break them. For example, in Harry Potter and the Chamber of
Secrets, Hermione is outraged when Harry and Ron  y a car from Ron’s home and
crash it into the Whomping Willow.
Moving to the highest and most mature stage of moral reasoning, Stage Five,
social contract/intrinsic rights orientation, we place Harry Potter because of his focus
on fair procedures and social and individual rights (Bear et al., 1997). For example,
Harry will defy all school laws and risk his own life in order to create an environment
that is beneŽ cial and suitable for all students. SpeciŽ cally, in the second book, Harry
Potter and the Chamber of Secrets, dark evil was threatening to take the school over
from the head schoolmaster Professor Dumbledore. Harry, however, solved the
mystery as to who was victimising the students and subsequently restored order in
the school. Harry’s belief that rules should be broken in order to meet the needs of
his fellow classmates typiŽ es Stage Five functioning.

What are the Implications of the Harry Potter Stories for Education?
The mechanism which underlies an individual’s progression to the next, more
advanced, stage of moral reasoning is cognitive disequilibrium. Both Kohlberg and
Piaget have suggested that cognitive disequilibrium is primarily stimulated by the
children’s interaction with the social environment via peers (Kohlberg, 1984).
Indeed, peer interactions and peer relationships have been afforded a particularly
central role in the moral development of children. Youniss asserted that the
opportunities to experience and resolve con icts—two components that are crucial
for the development of moral reasoning—are a more typical feature of peer interac-
tions opposed to adult–child interactions because peer relationships are considered
egalitarian and include such things as discussion, negotiation and consensus-seeking
(Youniss, 1987).
Indeed, peer interactions can provide opportunities for role-taking, in which
children take the perspective of other children whose points of view on moral
questions differ from their own. Kohlberg advocated implementing Socratic class-
room discussions concerning moral dilemmas to stimulate moral growth among
students. Adopting Kohlberg’s view, many educators also assert that literature is a
good vehicle for injecting moral education into the curriculum (Clare et al., 1996).
Central to this approach is that teachers must “be able to recognize appropriate
moral dilemmas and present them to students in a way that is compatible with
their stage of moral reasoning” (Clare et al., p. 388). As indicated previously,
200 L. Binnendyk & K. A. Schonert-Reichl

Harry Potter stories could be used as a vehicle to promote moral development in

pre-adolescent children because many of the characters in these stories exhibit stages
of moral reasoning to which this age group can relate. It has been posited that
children in their pre-adolescent years typically reason at Stages Two and Three
(Bear et al., 1997). Many examples of moral dilemmas that may be developmentally
appropriate for pre-adolescents are found throughout the Harry Potter series. For
example, Ron faces many dilemmas during his adventures with Harry, one of which
occurs in Harry Potter and the Chamber of Secrets. The teachers, as a precautionary
measure against dark evil, order all students to remain in their dorms unless they are
in class. Harry Potter, however, desperately needs to go and talk to his friend
Hagrid, who lives in a small cottage away from the school. Ron, in an attempt to
dissuade Harry, replies, “But McGonagall [the teacher] said we’ve got to stay in our
tower unless we’re in class” (p. 192). But in the end he follows Harry anyway. This
dilemma could be used as an entry point into a moral discussion about what would
be a more morally sophisticated decision: abiding by the rules or appeasing a friend.
Teachers could scaffold discussions that challenge students to think beyond their
current level of moral reasoning.
Along with the positive beneŽ ts, there are some limitations to using Harry
Potter stories as a vehicle for moral education; the most signiŽ cant is the stage of
moral reasoning exhibited by Harry himself. It is perhaps unrealistic to believe that
a child of 11 years of age is able to reason at such a high level (Kohlberg, 1984). Yet,
oddly enough, children whose level of reasoning is well below his still identify with
him. Tucker (1999) claims this is because Harry’s adventures are not a result of
inner exploration or reorganisation of values and priorities, but instead are a result
of pressures largely external to himself. In contrast, Bear et al. (1997) would claim
this is the result of situational factors; emergency circumstances that morally spur
Harry to respond “automatically” with altruistic actions.
Another limitation of using literature as a vehicle to promote moral develop-
ment is that reasoning about real-life dilemmas is a better predictor of moral
behaviour than reasoning about less relevant hypothetical dilemmas (Walker et al.,
1996). With this in mind, the Harry Potter stories could be used as a “springboard”
for the discussion of the real-life moral dilemmas that students confront in their
everyday interactions. Indeed, because the Harry Potter stories are both develop-
mentally and psychologically signiŽ cant they can be used as a motivational tool to
engage pre-adolescent children in discussions of moral dilemmas. These dilemma
discussions can then be followed by discussions of more contemporary issues such
as pressure to use drugs or alcohol, or the effects of parental divorce. For both of
these instances, it would be the role of the teacher to urge each student to think
beyond his or her current level of moral reasoning in the hope that this will lead
subsequently to higher levels of moral behaviour.
We conclude that the Harry Potter stories possess a multifarious richness and
depth that far transcend the discussion of morality. This essay describes just one
issue of a multitude of issues for which the Harry Potter stories can be utilised for
both understanding children and identifying ways in which to foster their develop-
ment.
 Harry Potter and Moral Development 201

Correspondence: Ms Lauren Binnendyk, Department of Education Student, Univer-

sity of British Columbia, #108, 1815 Cornwall Avenue, Vancouver, B.C. V6J 1C6,
Canada; E-mail: lauren7@telus.net; and Dr Kimberly A. Schonert-Reichl, Professor
of Educational and Counselling Psychology and Special Education, University of
British Columbia, 2125 Main Mall, Vancouver, BC, V6T 1Z4, Canada.

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