Harry Potter , Benjamin Bloom, and the Sociological Imagination

International Journal of Teaching and Learning in Higher Education
2007, Volume 19, Number 2, 167-177
http://www.isetl.org/ijtlhe/

ISSN 1812-9129
Harry Potter, Benjamin Bloom, and the Sociological Imagination

Joyce W. Fields
Columbia College

This paper is an examination of utilizing the J.K. Rowling Harry Potter series as a
teaching tool for introductory sociology courses. Because of the ease in comparing the
Wizard culture in which Harry lives with their own culture, students apply critical
thinking skills and thus increase their ability to think beyond their own, immediate social
systems carrying them to stages three and four, application and analysis, in Bloom’s
Taxonomy. Particular strengths of the Harry Potter series are illustrations of sociological
theories and social processes; examples of social stratification; and explanations of basic
sociological concepts such as norms, sanctions, and deviance For this class, students are
required to read the first two books or watch the movies adapted from these books. In
addition, they must read the third and fourth books in the series as the movie adaptations
omit significant sociological parallels. These books and movies increase abstract
understanding of sociological concepts as they apply to the fictional world of wizards.
These abstractions become concrete as students apply this understanding to the analysis
of their own place in their social environments.


C. Wright Mills (1916-1962) wrote, “The us to comprehend the links between our immediate,
sociological imagination enables us to grasp history and
personal social settings and the remote, impersonal
biography and the relations between the two within
social world that surrounds us and helps to shape us”
society. That is its task and its promise” (Mills, 1959,
(p. 3). One key to using a sociological imagination is
p. 6). He further described social scientists as those
the ability of viewing our own society as an outsider
who ask imaginative questions, seeking answers
would. Divorcing self from the near (very well known
beyond the obvious, searching for the obscure, and the
and opinionated) environment is a difficult task for
unexpected answer. In looking at the structure of any
entry level undergraduate students.
society he recommends three questions specifically
In 1956, Benjamin Bloom published his taxonomy
aimed at jumpstarting this sociological imagination.
of learning behaviors. He addressed the order in which
These are:
students attain, incorporate, and use knowledge. Bloom

outlines three domains in which education takes place.
1. What is the structure of this particular society
These are cognitive, affective, and psychomotor. The
as a whole? Its components and the first or cognitive domain involves the development of
relationship between components? What is the
the intellect or the way in which we gain and integrate
meaning of continuance or change?
knowledge and therefore, provides educators with a
2. Where does this society stand in human
guide for educational planning and assessment. The
history? What does it contribute to the
cognitive domain outlines six definitive stages or skill
meaning of humanity? What are its essential
sets addressed in the educational process, each building
feature and how do they differ from those of
on the one preceding it. Thus a student must first gain
its past?
knowledge (be able to recall information) then
3. What varieties of men and women now prevail
progresses to comprehension (be able to interpret
in this society and in this period? (Mills, 1959,
information). (S)he is then prepared for application
p. 6-7).
(being able to apply information in a different context)

and then moves to analysis (being able to distinguish
Beyond the scope of the classical definition of the
between facts and inferences). The two most
sociological imagination, Mills “conveys a sense of
sophisticated cognitive skills are synthesis (being able
what it means to be an intellectual who concentrates on
to create a new meaning for the information) and
the social nature of man and who seeks that which is
evaluation (being able to make judgments about
significant” (Elwell, 2002, slide 80).
information and the way the information is used).
It is this task, to “seek that which is significant” as
Typically, introductory courses are offered to entry
it defines man’s relationships to others and social
level students, either those who are coming to college
structures, that creates relevance in the classroom. directly from secondary schools (traditional students) or
Schaefer (2002) introduces the sociological imagination
those coming at a later point in life (nontraditional
as “an unusual type of creative thinking….that allows
students). Typically, these students are at the

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Harry Potter 168

knowledge or comprehensive level of competence on
Vygotsky’s terms, Harry Potter is the means whereby
Bloom’s Taxonomy of cognitive learning (1956). They
students observe development of another person and
can know the social structure of Harry’s world and
culture as the stories evolve and Harry and his friends
comprehend the underlying dynamics thereof, but the
move from childhood to adolescence. They become
educator’s goal is to provide a means for accessing
aware of the learning that takes place as Harry matures
more sophisticated learning through application and
and evidences his unique position as a critical thinker.
analysis. Through sociological pedagogy and a
On another level, they learn about themselves as they
fictional parallel world, students must become develop insight into Harry’s world, personality, and the
competent in applying their understanding and then
interaction between the two. The very activity required
analyzing this understanding in different contexts. The
for working though the Potter series assumes truth in
final course project, interpreting Harry Potter through a
Vygotsky’s reflection, “What a child can do with
theoretical lens, provides them with an opportunity to
assistance today she will be able to do by herself
synthesize and evaluate. Not all introductory students
tomorrow (p. 87). Application and analysis lead to
are able to do this well early in their educational
higher order thinking and clear a path toward
careers. Higher education is in the business of taking
evaluation. Understanding the basic plot of the Potter
students from merely knowing to critical evaluation of
series underlies success in this process.
that which they know.

Harry Potter is orphaned as a baby when his wizard

Brookfield (1987) defines critical thinking as
parents are killed defending him against the forces of
having four components, (a) identifying and the evil Lord Voldemort. Harry is taken to the home of
challenging existing assumptions, (b) challenging the
his maternal aunt, Petunia Dursley, an intolerant, rather
importance of context, (c) attempting to imagine and
befuddled, nonwizard, and is raised in her very
explore alternatives, and (d) exhibiting the resultant
traditional British family without any awareness of his
reflective skepticism, (p. 7-9). Integrating these
special status of the lone survivor of Voldemort’s
concepts with Bloom’s Taxonomy allows a fleshed out
sophisticated magic. Indeed, he has no knowledge that
continuum for teaching and learning. The critical
he possesses any supernatural talent and is unaware of
thinking components exist on a progressive continuum
the parallel existence of a wizard world. Treated as a
such that a student must first know the existing
servant in the Dursley household, he longs for family
assumptions (Bloom’s level one and two, knowledge
and emotional connection when, close to his eleventh
and comprehension) well enough to challenge these
birthday, he is magically summoned to Hogwarts
assumptions. (Bloom’s level three, application). They
School of Witchcraft and Wizardry. After significant
then move toward understanding the importance of
family struggles, Harry arrives at Hogwarts and is
context in learning (Bloom’s level four, analysis). introduced to the world of wizards and his destiny to
These tasks are accomplished by combining fact and
help preserve his world against the reincarnation of
fiction as proposed in this course. Context is primary in
Lord Voldemort. He forms close friendships with
understanding and integrating sociological thought into
Ronald Weasley and Hermione Granger, classmates
meaningful learning. Through a challenging final
who support and defend him in his various trials and
project, I provide students with the opportunity to
adventures.
imagine and explore alternatives (Bloom’s level five,
The wizard world of Harry Potter and Company
synthesis) and then to skeptically reflect on their
allows students the freedom of exercising their
original assumptions (Bloom’s level six, evaluation).
imaginations, applying sociological thought and theory
My job as an educator is to provide the experience and
to a parallel society, without obvious defenses or
means by which my students can develop higher
emotional roadblocks. In writing about the Potter
cognitive levels of learning. In this sense, Vygotsky
series, Whited (2002) says that,
would define me as a facilitator of learning.

Brookfield’s
concept
of
critical thinking emerging
Surely any books that will be deemed ‘classics’
on the Bloom continuum raise questions about the how
must reflect something about the values of the age
and when such learning takes place. Vygotsky’s (1978)
and society that produce them. They must conjure
ideas regarding circular zones of proximal development
a real world or one that parallels the real world in
tell us that learning takes place when the student is in
intriguing ways. They must use language in a way
such a zone and creates fertile opportunities for the
that calls readers’ attention to language itself and to
teaching professional to model and lead students to
how language reflects culture and cultural values.
critically think along the continuum. Vygotsky reminds
(p. 9)
us that development is the internal process and learning

is the external evidence of that process and that learning
In this sense, and in concert with Mill’s references to
is most facilitated by example and social interaction.
“what varieties of men and women prevail in society,”
Harry and the instructor are partners in this quest. In
J. K. Rowling, the author of the Harry Potter series,

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Harry Potter 169

provides us with a sociological classic. After an
use of recreation and sport, and sexual restrictions.
examination of the wizard world, Harry leads students
This is a natural departure into the wizard world. What
to a more critical analysis of their own social
is the place of sport at Hogwarts? How is food used to
environments, an examination through which the
celebrate special occasions? How are students housed
explanatory lenses of theory may be applied. Harry’s
by virtue of their age and sex? As students study
world aptly lends itself to the introductory study of
cultural diffusion (the process by which a cultural items
sociology.
spreads from group to group) and cultural innovation
Most introductory sociology courses at the (the process of introducing something new into a
undergraduate level include five units of general study:
culture) they distinguish cultural icons from the wizard
the history of sociology and sociological research;
world or from the Muggle (meaning non wizard) world
sociological concepts including culture, society, and
that may be defined as diffusion or innovation. They
socialization; stratification and social inequality; social
begin applying information in dual contexts.
institutions; and social theory. The last four of these

Elements of culture are reflected in language,
are particularly amenable to parallel analysis from the
norms, sanctions, and values. Identifying wizard
wizard world as described by Rowling in her Harry
language is an easy task for students as elements of
Potter series. Although Ms. Rowling has published
Rowling’s imaginations have seeped into our
seven volumes in the series, only the first four are used
vocabulary. McCaffrey (2003) reports that the word
to supplement the introductory text used in my course.
“muggle” has been included in the online edition of the
The American editions of these works (Harry Potter
Oxford English Dictionary (an obvious example of
and the Sorcerer’s Stone, Harry Potter and the
diffusion) and Consumers’ Research Magazine (2003)
Chamber of Secrets, Harry Potter and the Prisoner of
reports that the U. S. Department of Health and Human
Azkaban and Harry Potter and the Goblet of Fire) are
Services is using the example of Hagrid’s secret about
readily available and, in most cases, very familiar to my
Fluffy, the three headed dog guarding the Sorcerer’s
students. Students may choose to read the first two
Stone, being exposed while under the influence of
books or view movies of the same name because the
alcohol as a warning of the over use of alcohol for
movies are complete adaptations of the books.
young consumers. Other sources have thus, applied
However, they are required to read the last two books
and analyzed sociological concepts in creating
as the movie adaptations of these volumes omit
generalized social meaning.
information that is applicable to our study. These

A discussion of norms and sanctions used as
sources provide students with sufficient information
Hogwarts leads to an interesting conclusion. What is
regarding Harry, his friends, his circumstances, and his
the moral use of sanctions when norms are broken?
environment to draw meaningful sociological Harry makes it fairly common to break the formal
conclusions and embrace the sociological imagination.
norms or rules at Hogwarts and rarely suffers the
This paper looks at each of these four areas as they
expected sanctions for this deviance. Thus, Harry
pertain to teaching sociology.
becomes a model of Bloom’s highest level of cognitive

learning, evaluation. Harry must evaluate and make
Sociological Concepts
decisions, and as the archetypal hero, is responsible for

the life and death of himself and others. Perhaps, this is

True to Bloom’s taxonomy, the first unit of study
one of the most valuable lessons available from Mr.
requires the acquisition of basic knowledge and
Potter, his ability to risk after careful evaluation. Julian
comprehension of social concepts. In order to
(2003), in reviewing Kern’s book on the moral choices
understand human’s relationship to others and to social
of Harry Potter, reminds us that by the fifth book in the
institutions, it is critical to understand the structure of
series, Harry Potter and the Order of the Phoenix,
society. We define ourselves in terms of cultures and
Harry is a boy “who usually fails to subordinate his
societies and use these definitions as determinants of
emotions to reason” (p. 28). Kern postulates that Harry
social interaction, groups and organizations, and
represents an “updated Stoic moral system whose
deviant behavior.
primary virtue is old-fashioned constancy—resolution

In his introductory text, Schaeffer (2002) defines
in the face of adversity” (p. 28). This is a wonderful
culture as “the totality of learned, socially transmitted
jumping off place for classroom discussion on the use
customs, knowledge, material objects, and behavior. It
of norms and sanctions in shaping cultural values.
includes the ideas, values, customs, and artifacts of

Katz (2003) addresses the use of Harry Potter’s
groups of people” (p. 51). In 1945, anthropologist
experiences as a victim of intergenerational trauma as a
George Murdock initiated a list of cultural universals,
way of understanding such trauma in the context of
those elements common to every culture but expressed
today’s children. Trauma is defined both culturally and
differently from culture to culture. Examples of
socially and traumatic experiences, while universal in
cultural universals are the celebration of marriage, the
nature, are distinct to culture. What is traumatic in one

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culture may not translate into trauma in another. What
to determine which of these (or combinations thereof)
was traumatic for one generation, however, does
are the most powerful in Harry’s life. Frank and
translate into trauma for its antecedents. The example
McBee (2003) use Harry Potter to discuss identity
of Sirius Black’s torture as a prisoner at Azkaban in
development with gifted adolescents. In this context, as
constant contact with dementors, rings in Harry’s own
typified in our own culture, identity development
emotional emptiness as a child who has no roots
reflects socialization at its peak.
because of the death of his parents. The tragedy of

No study of social processes is complete without a
mistaken justice and resultant torture for his godfather
discussion of social groups and deviance. As a product
emphasize this emptiness. Physical death is comparable
of the British Boarding School genre, Harry Potter falls
to emotional death in Azkaban, allowing Harry a
in line with other school boy heroes who succeed
connection with Black that few others can understand.
because they flout the rules with an almost cavalier
It is not only a personal connection, but also a culturally
attitude. Smith (2003) tells us that in this genre,
defined one and one that speaks to the differing
The hero or heroine possesses this rule-
emotional and cultural contexts in which we live.
breaking spirit, and the best

Consideration of culture includes discussion of

subcultures, countercultures, and culture shock,
friend is usually complicit. Pranks, midnight
parallels of which are easily identified in the wizard
parties, and unauthorized excursions off campus
world. Within the wizard world there are those who
are all part of the protagonists’ adventures.

continue subverting the status quo and form a
Occasional rule-breaking is in fact a test of the
counterculture of followers of “He-Who-Must-Not-Be-
character’s gumption and originality that the hero
Named,” the villain, Voldemort. Students easily
will presumably need in order to be a success in
identify the houses of Hogwarts as subcultures and then
life. (p. 79)
continue to discuss the various cliques of the school and

culture as they affect the lives of the characters. The
Harry, however, wrestles with what he must accept as
Order of the Phoenix, or those who protect others from
the necessity of breaking rules for the greater good.
the Dark Lord Voldemort, is a subculture and the
Harry struggles with the threat of expulsion from his
particular subculture of which James Potter, Sirius
new home, Hogwarts, while breaking rules to
Black, Remus Lupin, and Peter Pettigrew were a part
perpetuate the way of life he accepts as necessary for
has grave impact on Harry’s future, most obviously
his progression. In classroom discussion, the outcome
displayed in the disdain shown him by Severus Snape,
of his norm breading frequently is laced with an
himself a member of their student out-group. Harry’s
awareness of positive deviance, doing something
culture shock is painful every time he has to leave his
against the norm for moral or ethical reasons. For some
adopted culture and return to the Muggle world of
of my students, this is their first departure into ethical
Vernon, Petunia, and Dudley Dursley. Further, the
and critical thinking, based on concepts more
contrast of ethnocentrism as epitomized by the Malfoys
sophisticated than Kohlberg’s conventional morality
and xenocentrism as epitomized by Mr. Weasley allows
summarized in his work regarding the development of
students easy identification of these concepts. Harry’s
moral reasoning. In fact, Dumbledore, the Headmaster,
magical gifts are evidence of the effects of heredity
sanctions these infractions with “messages about
over environment although his inability to tap into these
character and morality” (Smith, 2003, p. 79)
gifts without appropriate instruction is evidence of the
superseding rules meant for ordinary wizards and
effects of environment over heredity.
reminiscent of Kohlberg’s Postconventional Morality

Harry’s socialization into the wizard world is an
(Whited and Grimes, 2002). At the end of Sorcerer’s
obvious one. He reflects Erving Goffman’s ideas about
Stone, headmaster Dumbledore sets a precedent of
the presentation of self largely by managing his wizard
awarding house points for Harry, Ron, and Hermione,
self through impression management and the who clearly break the rules and then are rewarded
dramaturgical approach. Goffman, as an interactionist
publicly for doing so. Observations of successful
sociologist interested in how small groups and deviance reflect Harry’s need for careful synthesis of
individuals interact, would find Harry a perfect case
information and the resultant evaluation for behavioral
study as he watches what others do and them performs.
decisions. Students exposed to these ideas may model
We see him resocialized not only as a wizard but also
them.
as the Boy-Who-Survived, both of which are new roles

for him. Sociologists define the main agents of
Stratification and Social Inequality
socialization as family, school, peers, media,
workplace, and the state. We see all of these at work in

The modern interpretation of stratification differs
the life of Harry Potter as he progresses through early
from Karl Marx’s original ideas of classifications of
adolescence. An interesting assignment for students is
individuals within society based on economy and

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Harry Potter 171

opportunity and has evolved into a multidimensional
stature. Malfoy says to Harry, “You’ll soon find out
concept. It is best understood as a cultural universal by
some wizarding families are much better than others,
which members of society striate themselves by virtue
Potter. You don’t want to go making friends with the
of different criteria. In the western world, we think in
wrong sort. I can help you there” (Rowling, 1997, p.
terms of “isms,” racism, ageism, sexism, classism, to
108). True to middle class values, Harry gives his
understand the socially constructed divisions between
earnings from winning the Triwizard Tournament to the
people who form societies. Certainly facing these
Weasley twins, George and Fred, “again demonstrating
issues in an open classroom is a new experience for
a preference for socioeconomic equity and minimizing
some of my students. Opening discussions regarding
the distance between himself and the Weasley family”
such concepts forces them to rethink and thus evaluate
(Park, p. 181).
what they think they know and come to a new

Park (2003) tells us that Hagrid, the Hogwarts
enlightened understanding. In this way, much of this
groundskeeper and Harry’s first contact with the wizard
unit focuses on Bloom’s level one and two, knowledge
world, is an example of the lower classes in Britich
and comprehension. Harry allows students to know
society; prone to drink, academic failure, and
things in an objective context with the opportunity to
grammatical errors. He has a good heart but cannot be
comprehend them at their internal level. Increased
trusted to keep secrets vital to the security of Hogwarts
awareness in this case, is critical to the sociological
students and is tolerated as a child by the wiser and
imagination as we wrestle with contemporary issues.
kindly Hermione and Harry. Frequently, we see Ron in

Westman (2002) tells us that, “The wizarding
much the same light as Hagrid, again referencing his
world struggles to negotiate a very contemporary
social status. Ron is brave but foolhardy. The social
problem in Britain: the legacy of a racial and class
division between Hagrid/Ron and Hermione/Harry is
caste system that, though not entirely stable, is still
reflected in the ethnocentrism voiced by the former.
looked upon by a minority of powerful individuals as

the means to continued power and control” (p. 306).
Hagrid claims that the less one has do with
This is true not only for British society but for
foreigners, the happier one will be—‘yeh can’ trust
Americans as well. It is this very legacy that underlies
any of em’—and Ron refuses to try bouillabaisse at
the social stratification of Harry Potter’s world.

the Tournament welcome dinner. In contrast,
Westman tells us that Cornelius Fudge has “inherited
Harry responds to Hagrid that Viktor Krum is ‘all
harbors of social inequalities and injustices that
right!’, and Hermione not only enjoys the French
masquerade behind the draperies of democracy” (p.
dish but develops a romantic relationship with
307). These inequalities then, are both fictional and
Krum as well. (Anatol, 2003, p. 169)
very real.

Other authors have addressed these issues in the
We see the lower class distrust of the unfamiliar
Potter series, Smith (2003) discusses classism; Ostry
juxtaposed with middle class tolerance and global
(2003) discusses racism; Carey (2003) discusses
outlook.
slavery; Anatol (2003) discusses ethnicity; Park (2003)

Perhaps the most obvious representation of social
discusses socioeconomic status; and Gallardo-C and
inequality is the references to slavery and the house-
Smith (2003) and Dresang (2002) discuss gender. One
elves. Park (2003) reminds us that,
of the salient themes of these works is the
acknowledgement of Rowling’s middle class biases and
House-elves bow and scrape and flagellate
the reflection of her own upbringing on social
themselves for even thinking badly of their owners.
constructs. Most authors agree that she exhibits an
Rowling means to draw a parallel to slavery, but
attempt of liberal acceptance between mudbloods, or
once again, because she frequently uses the elves
those who are born of nonwizard parents, and
for comic effect, she spoils her effort at social
purebloods as she portrays the pureblood Malfoys as
commentary. There is nothing funny about
classical representatives of upper class conservatism
slavery, and the author’s depiction of an enslaved
with all the negative intentions of a member of the
class as something to entertain her readers is
middle class. She creates a school where race and
reprehensible. (p. 185)
gender seem to be unimportant but by their very

unimportance, she obfuscates their very meaning to
It is interesting to note that the house-elves themselves,
both culture and identity. Some stereotypical outside of Dobby, do not wish any change in their
characterization is obvious such as the Weasley red hair
status but prefer to remain in eternal servitude. This is
and over abundance of children, their poverty and
alien to every portrait of slavery in every era of time.
genial natures. This obvious reference to the place of
From the Biblical portrayal of Hebrew slaves to slavery
the Irish in British tradition is classic and is furthered
genre American literature such as Uncle Tom’s Cabin,
by Draco Malfoy’s patrician blonde, pale, rather fragile
passive acceptance of the social appropriateness of

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slavery has escaped the reader’s imagination.
Social Institutions
Accepting this as fact is a stretch for American

students, especially on a racially diverse campus and is

Social institutions are those entities within society
the topic of hot discussion. Hermione’s ridicule at being
that shape our lives and give our existence meaning.
the champion of the house-elves in light of Ron’s
Introductory courses review the family, religion,
disdain for her and Harry’s very indifference, are
education, government, and medicine as institutions
reminiscent of classic women’s roles as “bleeding
worthy of study in the social context. Most sociologists
hearts” and social reformers in the traditions of Jane
agree that the family is the most influential agent of
Addams, Harriet Beecher Stowe, and Mother Teresa.
socialization and therefore, the first and most deeply

Gallardo-C. and Smith (2003) suggest that gender,
imbedded source of social information and attitudes for
while less obvious in the series, and is never-the-less
the individual. Because most students have fairly clear
apparent as a definer of character. They remind us that,
ideas about and experiences with family, Harry’s story
“Rowling’s narrative reinforces traditional categories of
challenges their existing family paradigm and thus
labor, as it presents women primarily as wives and
tickles their sociological imagination
mothers” (p. 192) and illustrate their point with Petunia

As sociologists, we talk about family in distinct
Dursley, Molly Weasley, and quintessentially, Harry’s
terms. We speak of nuclear families (the family of
mother, Lily Potter, who sacrifices her own life for the
origin), extended families, patrilineal and matrilineal
life of her son. The one woman reported as working for
families, and pseudofamilies. Students find it easy to
the Ministry of Magic, Bertha Jorkins, is of such low
define his parents, Lily and James, as Harry’s nuclear
stature that her disappearance is disregarded by the
family, the Dursleys (his muggle aunt, uncle, and
establishment in Goblet of Fire. Other working women
cousin) as his extended family, and his mixed blood
teach or are reporters (and a fairly disreputable reporter
status as a result of patrilineal and matrilineal descent.
at that) and while it is true that Minerva McGonagall
Interesting class discussion takes place when defining a
teaches Transformation, the Defense Against the Dark
pseudofamily, or that family which substitutes for blood
Arts professors (the most prestigious academic relations in a society. While other academics have
appointment at Hogwarts) are men in these first four
ignored the role of family in Harry’s life, it presents
volumes. Even clear headed, intelligent, competitive,
interesting questions for my classes because it is
hard-working Hermione becomes tearful and sniveling
coupled with the emotional meaning of the word, home,
in the face of danger and is there, at the end, to remind
a term with intimate meaning for students. They travel
Harry of his brilliance and courage. The best example
from comprehension to application and analysis on an
of this disintegration is when Hermione is confronted
emotional as well as cognitive level.
by the troll in The Sorcerer’s Stone and Ron and Harry
The books are replete with examples of a
rush to her rescue. Dresang (2002) postulates that
Dickensian attitude toward relatives who abuse and
Hermione is the namesake of along tradition of women
neglect their kin. The Dursleys are the personification
from literary works as diverse as mythology, of evil in Harry’s life. He is enslaved by their
Shakespeare, the Bible, and D. H. Lawrence.
ignorance and intolerance and has literally, no option,

but to follow Hagrid when invited to escape their
Both the mythical and the Shakespearean bigotry. He begins a quest to find his family, most
Hermiones were at the mercy of the men who
poignantly as he sees his desires reflected in the Mirror
controlled their lives, yet they were strong women
of Erised in The Sorcerer’s Stone. The orphan boy
who used their wits and their position to seek their
finds the mysterious mirror while escaping capture
due in life. Their twentieth century heirs are much
during a midnight quest. He knows he is alone but as
more in control of their own destinies yet still not
he looks in the mirror, he sees a group of other people.
entirely free of male dependence. (p. 216)


“Mom?” he whispered. “Dad?”
Why is it that Hermione, who knows all the answers in
They just looked at him, smiling. And slowly
class, indeed, teaches them to Ron and Harry, loses her
Harry looked into the faces of the other people in
ability to think? It is easy to recognize that it is a
the mirror and saw other pairs of green eyes like
“female thing,” evident because even Professor
his, other noses like his, even a little old man who
McGonagall struggles to maintain her emotions. She is
looked as though he had Harry’s knobby knees—
given to occasional emotional outbursts, tolerated by a
Harry was looking at his family for the first time in
stellar, constant Albus Dumbledore. For students who
his life. (Rowling, 1997, p. 209).
care to look beyond the surface story, stratification is

alive and well in the wizard world and coming to accept
Dumbledore later tells Harry, “(The mirror) shows us
this is rich ground for introductory students.
nothing more or less than the deepest, most desperate

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Harry Potter 173

desires of our hearts. You who have never known your
sucked out of their victims. This is reminiscent of
family, see them standing around you” (p. 213). Here,
losing your soul, suffering the depth of despair, as
then we have the secret to understanding Harry Potter,
opposed to more organic, traditional means of death.
his deepest desire is to know his family, to experience
It is a reminder of the results of depression and the
family, to be a part of family. Brookfield (1987)
rise of respectability of mental illness in the current
reminds us that the genesis of critical thought is in the
medical community.
ability to be “actively engaged with life” (p. 5). It is the
The education institution has been widely
link with his sacrificial parents that provides this
reviewed by other authors (Pinset, 2002; Lacoss,
engagement with life for Harry in an existence
2002; Hopkins, 2003; Smith; 2003). Common among
otherwise devoid of passion or joy. In Chamber of
these works is the reflection of the School Boy Hero
Secrets, we see Harry on his twelfth birthday on Privet
in British literature and the belief of the importance of
Drive. “No cards, no presents, and he would be
public school connections for life success. Certainly,
spending the evening pretending not to exist” (Rowling,
Harry’s success on every level depends on his school
1999, p. 7) and in the Prisoner of Azkaban, we see
experiences and this is also true for many of my first
Harry literally escaping from Privet Drive for an early
generation students. Smith reminds us that, “The
return to Diagon Alley and a certain measure of
Duke of Wellington conveyed the significance of the
freedom. By the age of 14, in Goblet of Fire, we see
British public school most famously when he claimed
the same ache in Harry, “What he really wanted (and
that, ‘The Battle of Waterloo was won on the playing
felt it almost shameful to admit it to himself) was
fields of Eton” (p. 73). For many of my students, the
someone like – someone like a parent: an adult wizard
battle for life options is won in their college
whose advice he could ask without feeling stupid,
classroom. Booth and Booth (2003) address lessons
someone who cared about him” (Rowling, 2000, p. 22).
American schools can learn from Hogwarts School of
And so, we trace Harry’s longing for family. My
Witchcraft and Wizardry. They conclude that housing
students feel something akin to obligation to fill the
students of all ages in one educational institution has a
void in their hero’s life and tackle the job of finding a
positive effect on development and education, that the
pseudofamily for Harry since his own is unavailable to
competition inherent between houses and students is
him by virtue of death (his family of origin) or thick
appropriate and motivating, that the prefect system
headedness (his extended family, the Dursleys). They
emphasizes leadership and group cooperation, and that
enlist his friends, Hermione and Ron, but must
the emphasis on examinations (e.g. O.W.L.S.) is not
acknowledge the lack of parental guidance in such an
as adequate a measure of academic success as regular
arrangement. They name the Weasleys although they
tests and papers. Discussion of these concepts draws
exert no authority over Harry. They are happy when
parallels from Hogwarts to our own residential
they find Sirius Black’s connection but it is too tenuous,
campus.
too restrained by problems, and too brief to be a lasting
Students are encouraged to reflect on the manifest
solution to Harry’s dilemma. Some of my students
and latent functions of education as they pertain to
enlist the professors and other students at Hogwarts into
Hogwarts. The manifest function, the transmission of
family for Harry but we continue to be aware of
knowledge, is evidenced through the pedagogy at the
emotional distance and some combination of distrust
school. The latent functions of transmitting culture,
and respect between Harry and his teachers. The
promoting social integration, maintaining social
meaning and necessity of family have allowed for some
control, and serving as agents of change are also
of the livelier discussions in the classroom. This
readily identifiable for students. Transferring this
exercise in Bloom’s levels of application and then
understanding from Hogwarts to their own educational
analysis allows students to use the information they
processes provides an opportunity for students to
receive through the books to create new ideas and find
exercise critical thinking about what they are really
new solutions for Harry.
being taught in American classrooms. Discussions

As we broaden our look at other social institutions
regarding the roles of teachers and students and
then, parallels are readily apparent. The medical
opportunities for alternative education for students
institution makes use of gatekeepers to define wellness
such as Hagrid are lively and exciting. The way that
and sickness. When Gilderoy Lockhart, a teacher,
Harry Potter is introduced into educational contexts
mistakenly assumes the role as medical professional in
(such as the present volume) is diverse and interesting.
The Chamber of Secrets, there are painful repercussions
Publisher’s Weekly (2003) reports that the books were
for Harry. There is a sick role at Hogwarts with a code
translated into Latin and Welsh in 2003 and Greek and
of behavior expected for patients and an expectation for
Irish translations appeared in 2004. The hope is that
their own will to heal. The series indicates an
being able to access Harry Potter in “dead” languages
interesting mind/body tie in The Prisoner of Azkaban,
will elevate interest in both the study and culture of
with the kiss of the dementors resulting in life being
these languages.

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Most of the criticism of the series has come from
own past. Some of my students would not have
the religious right with concerns regarding legitimizing
evaluated the books on their own but would have taken
witchcraft in the eyes of young children and has led
direction from their pastors or parents with regard to
some communities to ban Harry Potter from school
their material. Their determination to think for
libraries. The ban went to the courts in Arkansas in a
themselves is clear evidence of advancement in
widely publicized case and Goldberg (2003) reports
thinking skills.
that the judge ruled, “Regardless of the personal

The social institution of government has received
distaste with which these individuals regard attention from Rowling’s critics and analysts. The
‘witchcraft,’ it is not properly within their power and
sociological study of government and economy is
authority as members of the defendant’s school board to
concerned with questions of power and authority and
prevent the students at Cedarville from reading about
political behavior to include political socialization,
it” (p. 21). The argument has traveled the globe with
participation, and apathy. Children’s literature is
the Russians deciding that Harry is not satanic
remarkable for characterizations of children in positions
(Goldberg, 2003, p. 1) and a report from the Vatican
of great power or authority, a departure from what most
declaring of the books, “They are not bad or a banner
children experience in their own environments. Anatol
for anti-Christian theology. They help children
(2003) examines Harry Potter from a postcolonial
understand the difference between good and evil” perspective writing that, “Rowling’s novels seem
(American Libraries, 2003, p. 20). Because my college
particularly influenced by the British adventure story
is affiliated with a religious denomination, at the
tradition, which promoted ‘civilized’ values—
beginning of every semester I ask students if they are
resourcefulness, wits, ingenuity, and hierarchy headed
comfortable reading the series. None of my students
by a legitimate democratic authority” (p. 166). She
have objected on religious grounds (some have objected
sees the inhabitants of Hogwarts and its environs as
because they do not want to do any supplemental
“morally enlightened, friendly, respected and
reading of any kind, basically they may be classified as
respectful, and powerful in many ways” (p. 167). This
lazy). I have found several resources addressing Harry
powerful participatory citizenry is expected from a
Potter’s impact on religion and have these available for
generation close to the threat of totalitarian domination
students. Killinger’s (2003) God, The Devil and Harry
so narrowly escaped by the heroics of the infant, Harry
Potter: A Minister’s Defense of the Boy Wizard, Neal’s
Potter. Hall (2003) sees Rowling’s wizard world as,
(2002) The Gospel According to Harry Potter:

Spirituality in the Stories of the World’s Favorite
Neither an anarchy nor a dictatorship and appears
Seeker, Griesinger’s (2002) article from Christianity
at first glance considerably more attractive than the
and Literature entitled, “Harry Potter and the ‘Deeper
Muggle world. However, one finds that it does not
Magic’: Narrating Hope in Children’s Literature and
recognize the rule of law (in the Dicey sense). This
McVeigh’s (2002) article in Renascence: Essays on
absence of an understanding of the rule of law
Values in Literature entitled, “Is Harry Potter
represents a fault line in the terrain of the wizard
Christian?” are readily available for students interested
world on which the forces of chaos can apply
in more in-depth discussion on the topic of religion and
maximum pressure. (p. 147)
its relationship to the Harry Potter series. Finding

sociological interpretations of the religious in Harry
She reports that A. V. Dicey (1908) defines a society
Potter’s life is a little more demanding for students.
that operates under a rule of law as meeting three
Rowling avoids specific references to what Durkheim,
criteria, (a) punishment for infractions of previously
who published a definitive work on sociology of
established rules, (b) equity of application, and (c)
religion in 1912, defines as a “unified system of beliefs
constitutional norms developed by representatives of
and practices relative to sacred things” (Schaeffer,
the society for which the rules are established. The
2002, p. 309). What we see operating in the wizard
government of the wizard world does not meet these
world is an implied code of ethics that is difficult to
criteria and is thus vulnerable for forces of chaos such
decipher without context. My students have suggested
as those promulgated by the reappearance of He-Who-
that Dumbledore’s wisdom comprises the code of
Must-Not-Be-Named and his followers.
wizardry that promises the most success for Hogwart’s

Wizard government is composed of the Ministry of
students and have enjoyed working on an assignment to
Magic comprising the legislative, judicial, and
write “Dumbledore’s Words of Wisdom” as a frame for
executive functions of a democratic model headed by a
guidance on a higher or religious plane. It is valuable
senior representative, in this case, Cornelius Fudge.
for students to evaluate the series based on their own
Within the Ministry, are seven departments of varying
religious ideals and the ideas of others. Critical
levels of status and responsibility. On a global level,
thinkers learn to find new solutions to problems they
this Ministry seems to represent the wizards from the
might not have even considered problematic in their
Empire for the larger International Confederation of

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Wizards. “The ministry’s lawmaking role does not
or set of lenses seems to resonate with my students. I
seem subject to any form of democratic scrutiny: explain that a theory is a way of framing the world, of
Arthur Weasley, for example, is able to draft the law
gaining focus. To see things with one set of lenses is to
against enchanting Muggle artifacts with a loophole to
account for society through functionalism. To change
allow him to pursue his own hobby unchecked” (Hall,
those lenses and see things with a different perspective
2003, p. 49). We see the ministry acting as judge and
allows for an understanding of society as explained by a
jury in many examples in the series. Given the
conflict perspective. Trying on yet another set of lenses
opportunity to search out these examples, students often
allows meaning of interactionist perspective to define
become indignant that the ministry has such sweeping
social life. The capstone project for this course it to
power and then must redesign the responsibility and
frame the wizard world in one of these theoretical
scope of governance with regard to Hagrid’s being
contexts. This task requires the ability to synthesize
sentenced to Azkaban or Buckbeak’s death sentence.
material and then to evaluate it in a very personal way
Hermione’s failure to ignite outrage over the plight of
to determine which theory best represents Harry’s
the house-elves is evidence of the complacency of this
world for each student and thus, their own world.
populace with regard to those institutions they feel do
Because each theory provides possible explanations,
not threaten their existence. Comparing Hermione’s
there is no wrong answer for this assignment but choice
grass roots efforts with the furor caused by Sirius
is a matter of personal understanding and intellectual
Black’s escape from Azkaban illustrates the placement
organization.
of meaningful power in this culture as well as in our
Most of my students select functionalism in the
own, where grass roots efforts are so often vulnerable to
tradition of Talcott Parsons, the modern American
those wielding significant political power.
father of social stability and survival. Schaeffer (2002)

Mendlesohn (2002) finds Rowling’s work a
defines functionalism as “the way that parts of a society
departure from other children’s literature in the way she
are structured to maintain its stability” (p. 13). The
depicts power and authority. She refers to C. S. Lewis’
emphasis on stability with a combination of manifest
Chronicles of Narnia, The Wizard of Oz series, and
and latent functions and dysfunctions resonates with
Nesbit’s The Story of Amulet as reflective of definitive
students. The easy task of identifying functionalist
political persuasions. She writes,
elements of the wizarding world is, sometimes, too

tempting to ignore requiring the highest levels of
Superficially, Rowlings stands apart from these
knowledge and comprehension. Beginning with Harry’s
classics. There is no obvious political or
socialization process and working through the functions
evangelical intent other than relaying an oft-told
of stratification (to fill otherwise difficult positions such
tale about the battle of good against evil….While
as surgeon or professor), continuing to the functions of
Rowling clearly does not intend to engage with
social institutions and concluding with the argument
ideology, its role in her work is inescapable. that the wizard culture has survived hundreds of years,
Rowling’s Harry Potter books are rooted in a
students travel a relatively easy functionalist journey
distinctively English liberalism that is marked as
through wizardry because it is largely grounded in
much by its inconsistencies and contradictions as
knowledge and comprehension.
by its insistence that it is not ideological but only
More insightful students tackle the conflict
‘fair.’ (p. 159)
perspective. The very thematic struggle between good

and evil, the class differentiations, the unjust poverty of
Perhaps it is this contradictory nature of liberalism
the Weasley family, the hidden curriculum of
and classicism that creates a challenge for students to
Hogwarts, the wide gaps between the mudbloods and
identify both government and religion in the series.
the purebloods are all evidence of conflict theory, as
While “fair” becomes the ideological guide for both
originated by Karl Marx and modernized by Mills, in
governing and worship, readers recognize that not all of
Harry Potter’s world. I confess that this is my personal
life is fair, as indeed, it is unfair to lose one’s parents
favorite and I silently rejoice when a student announces
prior to the ability to remember them. It is unfair to
this as their theory of choice because it provides
have expectations of greatness in a culture which is a
validation of Bloom’s third and fourth levels of
mystery. In a world of elevated “fair,” social
cognitive thought, application and analysis. Schaeffer
institutional support is tenuous, at best. It is difficult to
(2002) states,
be fair at an institutional level.


Like Marx, contemporary conflict theorists believe
Sociological Theory
that human beings are prone to conflict over such

scarce resources as wealth, status, and power.

An introduction to sociology includes exposure to
However, where Marx focused primarily on class
sociological theories. The metaphor of a pair of glasses
conflict, more recent theorists have extended this

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Harry Potter 176

analysis to include conflicts based on gender, race,
questions regarding wizard society, but through
age, and other dimensions. (p. 195)
understanding that society, can they better answer

questions regarding their own? For the educator, the
Perhaps because conflict is the grandfather of feminism,
question is, have students become better critical
it is rewarding to hear a student analyze the story from
thinkers or developed higher levels of cognitive skills?
a feminist eye. It is equally rewarding to hear a student
Have I been a facilitator in the sense of Vygotsky,
renounce slavery as an institution as it is reflected in
bringing students to an increased awareness and
Rowling’s eyes. Students selecting conflict as the
understanding? In the end, the creative thinking
frame for the series evidence a deeper level of critical
required of social scientists should ring as true for
thinking, not accepting things as they are but looking
students in their own lives as in the life of their fictional
for problems and thereby, solutions.
protagonist. The real test will come as these students

The least chosen theoretical option for my students
mature and seek that which is significant in their world,
has been interactionism. It may prove difficult for
that which gives their own culture and society meaning.
students to interpret a society through a micro lens and


it is my belief that introductory texts are not as clear
References
when it comes to microsociological theory. Schaeffer

(2002) tells students that understanding of the social
Anatol, G. L. (2003). The fallen empire: Exploring
environment comes through analysis of everyday
ethnic otherness in the world of Harry Potter. In G.
interactions. Thus, it is the responsibility of the student
L. Anatol (Ed.). Reading Harry Potter: Critical
to detail and classify interactions on a personal level in
essays.. Westport, CT: Praeger.
order to make generalities about the way wizard culture
Bloom, B. (1956). Taxonomy of educational
operates. While they can grasp the importance of the
objectives: The classification of educational goals.
common meaning of symbols accounted for in this
New York: McKay.
perspective, the task of categorizing and interpreting
Brookfield, S. D. (1987). Developing critical thinkers:
human interaction seems overwhelming. All but the
Challenging alternative ways to thinking and
hardiest, fail to recognize that this how they create
acting. San Francisco: Jossey-Bass Publishers.
meaning in their own lives. Through their own
Booth, M. Z., & Booth, G. M. (2002). What American
judgments of the Dursleys or their perception of
schools can learn from Hogwarts School of
Snapes’ antagonism toward Harry, they can come to the
Witchcraft and Wizardry. Phi Delta Kappan, 85,
understanding of the underlying theme of fairness
310-317.
referred to by Mendlesohn (2002). This then, in the
Carey, B. (2003). Hermione and the house-elves: The
end, is the proof of the real ability to synthesize and
literary and historical contexts of J. K. Rowling’s
evaluate. With less help from both text and without
antislavery campaign. In G. L. Anatol (Ed.),
obvious references to the wizard applications,
Reading Harry Potter: Critical essays. Westport,
interactionism requires higher level understanding that
CT: Praeger.
is rare among my introductory students.
Dresang, E. T. (2003). Hermione Granger and the
Perhaps LeLievre (2003) understands the
heritage of gender. In L. A. Whited (Ed.), The
differences between the theoretical lens best when she
ivory tower and Harry Potter: Perspectives on a
defines the action of the Harry Potter’s world as,
literary phenomenon. Columbia, MO:


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Mutually exclusive paradigms of imaginative
Elwell, F. W. (2002). The sociology of C. Wright
response to the environment within which human
Mills, Retrieved December 2003, from http://
beings exist: one which constructs that
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ex.htm
its limits by gaining power over it, and one which
Frank, A. J., & McBee, M. T. (2003). The use of
attempts to adapt to existence within the limitations
Harry Potter and the Sorcerer’s Stone to discuss
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survival. (p. 25)
Journal of Secondary Gifted Education, 15, 33-

41.
Understanding Harry Potter through a theoretical
Gallardo-C., X., & Smith, C. J. (2003). Cinderfella:
perspective must be framed as a method of survival; of
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Harry, of his friends, of Hogwarts, and of life as he
Anatol (Ed.), Reading Harry Potter: Critical
comes to know it. It creates one means for evaluating
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Griesingser, E. (2002). Harry Potter and the ‘deeper

And so we return to C. Wright Mills. The question
magic’: Narrating hope in children’s literature.
at the end of every semester is not can students answer
Christianity and Literature, 51, 55-482.

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