The Boy Who Lived to Lead An Analysis of Harry Potter s Moral and Ethical Leadership Development
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1 The Boy Who Lived to Lead An Analysis of Harry Potter s Moral and Ethical Leadership Development Allyson Foreman Abstract JK Rowling s best selling Harry Potter series has captured the hearts and minds of readers worldwide. Harry Potter is a role model to many young readers, and, in fact, serves as an excellent model for leadership. Further, Harry s actions convey a deeper meaning about the importance of moral and ethical development through a comparison of stages in the young character s life. Harry s actions will be assessed based on Kohlberg s Morality Scale and Chickering and Reisser s Vector Scale of Human Development in order to demonstrate how the series communicates the importance of moral and ethical leadership. Additionally, the work of James MacGregor Burns will be utilized to consider the impact of positive change and moral leadership. Finally, the analysis will conclude with an explanation of the role of the Harry Potter series in developing young leaders. Allyson Foreman sophomore at Christopher Newport University, where she is majoring in English and has a minor in Leadership Studies. She is a member of the President s Leadership Program and will be pursuing a Masters in Teaching following graduation her senior year. She is also the Vice President of the CNU Young Democrats. ULR Volume II Issue II 22
2 Introduction In the year 2010, it seems there are few who are unfamiliar with the tale of Harry Potter, the boy wizard. However, most discount this seven-book journey as a mere children s story without examining the deeper message behind Harry s leadership development. Despite this tendency among many adults, it is no coincidence that the series has had an almost unprecedented appeal to the children of the turbulent 21 st century. Though it may seem to children that everything from technology to the environment is in a constant state of flux, Harry s journey through the various stages of his life has created an extremely constant and relatable role model. After all, Harry, too, finds himself constantly coping with the hardship and uncertainty of destructive forces in his world. Because Harry Potter is such a relatable figure to today s youth, an examination of his skills as a moral and ethical leader may encourage children to live their lives according to principles of the strong moral judgment that Harry so frequently exemplifies. Overview In order to analyze Harry Potter s leadership, one must look at his life and the experiences that shaped his abilities. As an orphan residing with a borderline negligent aunt and uncle, a spoiled, belligerent cousin, and a constant exposure to emotional abuse, Harry Potter would certainly have been justified if he had chosen to complain about anything. When Harry was only one year old, his parents were killed at the hands of Lord Voldemort, a powerful dark wizard who is no longer human due to his intentional dalliance in the Dark Arts. When Harry is eleven years old, he learns that he possesses magical abilities, and thus his entire upbringing has essentially been a lie. His lack of popularity at his non-magical public school is suddenly replaced by the awe and fascination he receives from peers and mentors alike at Hogwarts School of Witchcraft and Wizardry. By defeating Lord Voldemort as an infant, Harry is an enigma to the magical community. On the way to Hogwarts, Harry meets a boy named Ron Weasley, and they become fast friends after learning that they share an equal respect and fascination with each other s lives. This bond is vastly different from the one-sided admiration that Harry had previously experienced in the wizarding world. Along with Ron, Harry makes the decision to be sorted into Gryffindor, one of the four Hogwarts Houses. Gryffindor was the House of his parents, and Harry s choice reflects Gryffindor s described qualities of bravery and loyalty. Harry also learns that he is a half-blood wizard because his mother, though a witch, did not come from a magical family. Once sorted into Gryffindor, Harry soon becomes best friends with Ron and a muggle-born know-it-all named Hermione Granger. The three Gryffindors work in collaboration throughout the first three books to protect the world from the return of Lord Voldemort, who faces surprising difficulty subverting the child wizards. Despite their efforts, at the conclusion of Goblet of Fire, Lord Voldemort rises again, bent on purifying the magical bloodline by killing wizards and witches with non-magical lineage. The Ministry of Magic, once the cohesive governing body of the wizarding world, becomes corrupt, and the Minister of Magic refuses to acknowledge that the world is in peril. In Order of the Phoenix, a spy for the Ministry gains control at Hogwarts, and monotonous coursework without magical application becomes the norm. To respond to this educational deficiency, Harry and his friends form an organization called Dumbledore s Army, gathering fellow students to take proactive measures to engage minds and teach spells in the absence of actual education. In Half- Blood Prince, Harry learns that Voldemort so fears his own death that he has split pieces of his soul and placed them in various objects, called Horcruxes, so that he will never die unless they are found and destroyed. When Harry s mentor and headmaster Albus Dumbledore dies, Harry takes it upon himself to find the remaining Horcruxes and rid the Wizarding World of evil. However, in doing so, he must abandon Hogwarts, the only home he has ever known. At the conclusion of the series, Harry learns that the last piece of Voldemort s soul was accidentally placed in him as an infant. Harry comes to the striking conclusion that he must die in order to defeat Voldemort. With this knowledge, Harry steps unblinkingly into the line of fire, making the ultimate sacrifice for the betterment of the world he loves. Though he survives this encounter by destroying Voldemort s imprint, Harry s sacrifice reveals remarkably strong moral character for a seventeen year-old. His leadership arc conveys a ULR Volume II Issue II 23
3 deeper significance about the metaphorical importance of courage, friendship, loyalty, and, ultimately, love. An understanding of Harry Potter s moral and social development illustrates his exemplary character as both a devoted follower and a committed friend, making him an exemplary leader. Kohlberg and Chickering and Reisser s Morality Scales Lawrence Kohlberg, a Harvard University professor, studied the individual s handling of moral dilemmas. Kohlberg described the development of an individual with three specific levels of growth, each including a subset of two stages. In Preconventional Level I, the [individual] conforms to obtain reward within society, and individuals have not yet come to understand societal rules and expectations (Evans, 1998, p. 174). The Preconventional sub stages, Heteronomus Morality and Individualistic Instrumental Morality, are typically associated with the psychological development of a child and justify actions based on avoidance of punishment (Evans, 1998, p. 174). Conventional Level II, called a member of society perspective, is indicative of an individual conforming to the rules and expectations of others, especially authority figures. The level s sub stages of Interpersonal Normative Morality and Social System Morality typically refer to most of society s adults who do what is right to maintain the system and fulfill one s obligations (Evans, 1998, p. 174). At the Conventional level, subjects are designed to win approval and maintain expectations of one s immediate group (Rich, 1991, p. 293). Kohlberg contends that an individual with Post-Conventional Level III maturity is rarely seen in modern society. As such, this individual is separate from the rules and expectations of society and base[s] decisions on self-chosen principles (Evans, 1998, p. 174). A concern for the Human Rights and Social Welfare Morality as well as the Morality of Ethical Principles are the final sub stages of Level III in which the rightness of acts is determined by the conscience in accord with ethical principles (Evans, 1998, p. 175). Similar to the Kohlberg Study, psychologists Arthur Chickering and Linda Reisser developed a scale featuring different stages of human identity development when dealing with crisis management. The basis of the Chickering and Reisser theory is that as development involves an ability to update our self-concept based upon information from others, the individual will face an identity crisis, causing a re-evaluation of goals in life (Chickering & Reisser, 1993, p. 199). Level I, Identity-diffused, expresses that no identity crisis has been experienced and no commitments have been made (Chickering & Reisser, 1993, p. 175). Level II, Foreclosed, follows the early stages of moral development in which vague societal commitments have been established but tend to adhere to societal norms or the values of authority figures. Level III, the Moratorium stage, is most closely linked to the Kohlberg Level II Conventional sub stage as it involves a conscious identity search, but has not searched for all alternatives (Chickering & Reisser, 1993, p. 175). Finally, Level IV, Identity Achieved, in which meaningful commitments have been independently made, is reflective of Post- Conventional wisdom and autonomous thought. The Kohlberg and Chickering and Reisser scales share clear similarities. The Kohlberg Preconventional stage correlates to the Chickering and Reisser levels of Identity-diffused and Foreclosed. In both of these levels, the individual s morality has not yet been explored or determined, and the individual largely conforms to achieve rewards. These levels are typically expressed in younger children (Prince, 1988). Next, the Kohlberg Conventional stage is similar to Chickering and Reisser s Moratorium. In both instances, the individual experiences a conscious identity search, but has not yet achieved a level of understanding beyond that of immediate needs of self-interest. The Moratorium and Conventional stages are seen in most adults (Prince, 1988). Few adults actually reach the levels of Identity-achieved or Post-Conventional. Individuals who do reach these levels are more universally aware of the needs of everyone within a given community (Prince, 1988). Because the Identity-Achieved or Post-Conventional levels are so difficult to observe in reality, Harry Potter s own demonstration of achieving these levels of development provides a unique opportunity to examine the importance of his behavior. Harry Potter s Moral Development When the books begin, Harry is faced with his initial Identity Crisis when he learns of his magical lineage. When he reaches Hogwarts, he begins to conform to the ideals of his friends and family. This is indicative ULR Volume II Issue II 24
4 of both Kohlberg s Preconventional level of development by Kohlberg, and the Chickering and Reisser levels of Foreclosure and Identity-diffused. Harry consciously chooses to be in Gryffindor simply because some of his new friends favor it as well, and because Gryffindor s traditional rival Slytherin has a more unseemly reputation. Though Harry can still conform to receive reward, he has taken the first step towards defining his own morality on an individual basis (Evans, 1988, p. 174). Because Harry s parents were in Gryffindor, he feels an even stronger emotional attachment to their memory. This is demonstrated when he repeatedly visits the magical Mirror of Erised, which is a mirror that allows its viewer to see their heart s utmost desire. Harry s deepest desire is to live with his parents, and he sees the three of them together in his own reflection. Further, when Harry is accepted on the Quidditch team, a sport involving flying on broomsticks, and learns that his father was likewise on the team, he again feels that he is becoming closer to his deceased parents through identification with their former lives (Rowling, 1997). Due to his inclinations to identify with parental figures, Harry is making fewer conscious choices and conveying a less developed moral status. He has not made meaningful commitments beyond what his parents would have favored, and opportunistically searches to redeem himself in the eyes of authority figures. In Order of the Phoenix, Harry is in Moratorium; a conscious search is underway, but he has an extremely negative perspective on the world. Even when he forms the undercover student resistance group Dumbledore s Army, Harry acknowledges that it felt very odd to be issuing instructions, but not nearly as odd as seeing them followed (Rowling, 2003, p. 392). At this point, Harry is not yet confident in his abilities as a leader, going so far as to attribute his success to external factors. Hermione is instrumental in convincing Harry to lead the resistance group and has to repeatedly remind Harry of his own potential even though he has faced Voldemort by himself and saved the lives of multiple people. Harry again demonstrates that he is in the Conventional phase of moral development by constantly seeking the approval of his peers, and constantly seeking reassurance despite his obvious successes. This is a difficult time in his development because, as a witness to the return of Lord Voldemort at the conclusion of Goblet of Fire, Harry is deeply troubled when a large percentage of the wizarding world is in a state of disbelief and considers him a liar (Rowling, 2003). If Harry had been in a higher stage of development, he would have accepted that classmates and former friends were simply unable to consider the truth due to its potentially devastating impact upon their own lives. Harry Potter reaches the Post-Conventional or Identity Achieved level of development between the ages of sixteen and seventeen. Upon learning that Voldemort will never be defeated until all of his Horcruxes have been destroyed, Harry willingly sacrifices both his education and his residency at Hogwarts, which he feels is the only home that he has ever known (Rowling, 2007). Though Harry accepts this mission with or without companionship, Ron and Hermione instantly agree to travel with him. The trio then embarks on their journey to find and eliminate Voldemort s Horcruxes. Harry s superior level of development is most clearly exemplified in his willingness to sacrifice his own life when he learns it is the only way to defeat Voldemort. Harry s moral character allows him to unblinkingly accept his fate, stepping in front of the same killing curse that murdered his parents in order to destroy Voldemort forever. Harry s sacrifice for the sake of the wizarding community demonstrates that he understands that everyone deserves moral principles which apply in all situations including life, liberty, human rights, and respect for the dignity of man (Prince, 1988, p. 486). As Harry visits a state of unconsciousness after Voldemort kills him, Albus Dumbledore appears to him, and explains, of love, loyalty, and innocence, Lord Voldemort knows nothing, but of which Harry understands a great deal (Rowling, 2007, pg. 709). Thus, Harry has reached a Post-Conventional understanding that Voldemort will never be able to comprehend; by adhering principles of a universal social contract of human decency, Harry defeats the ultimate evil (For an outline of Harry s development based on Kohlberg and Chickering and Reisser s scales, see Appendix). Impact Upon the Future Based on what has been said about the importance of leadership development, the qualities of Harry s moral character serve as an interesting model for moral leadership. According to James MacGregor Burns, true leadership enacts positive change. Harry accomplished positive results with his self-sacrifice, and his compassion and loyalty demonstrate his effectiveness as a leader. Further, Burns contends that leadership must be a ULR Volume II Issue II 25
5 process of achieved change over time as opposed to a set of guidelines (Yukl, 2006). Correct leadership will also turn the leaders into moral agents, and morality is described as the human development of a hierarchy of human needs (Couto, 1993, p. 103). Additionally, according to Burns, moral leadership emerges from, and always returns to, the fundamental wants and needs, aspirations, and values of the followers (Burns, 1978, p. 483). Because Harry s ultimate goal once he developed beyond the Preconventional stage was consistently to meet the needs of his followers, he is the definition of a moral leader. Having grown up in a society riddled by war, terrorism, and the constantly changing world of technology, Harry Potter s moral grounding provides a solid foundation that seems to resonate with today s youth. Harry represents a concrete figure capable of achieving positive change based upon his own moral compass which, as Burns describes, should be based upon the hierarchy of human needs (Couto, 1993, p. 103). Because Harry travels through the various stages of human development to achieve the elusive status of a moral leader, he is an excellent model for children searching for consistency in the wake of trauma. The moral lessons of the Harry Potter series can be taught to children using an explanation of Harry s central character values juxtaposed with his travels through the levels of development. Though Harry is a fictional wizard who possesses magical powers, the moral dilemmas that he experiences have largely been caused by the misuse of magical powers, beginning with Voldemort s murder of his parents. In this way, magic becomes an analogy for leadership. As demonstrated in the series, the abuse of magical powers has the ability to leave communities devastated and innocents murdered. Not coincidentally, poor leadership often similarly affects communities. It is Harry s moral judgment, more than his magical abilities, that ultimately enable him to defeat Lord Voldemort. A combination of Harry s moral grounding and leadership abilities are what truly cause him to make the positive decisions that allow him to triumph over evil. Based on his understanding, Harry s life becomes an excellent leadership example for young generations of future leaders. Conclusion Harry Potter s journey from a scared orphan to a self-sacrificing adult wizard is compelling when examined within the context of the morality scales of Kohlberg and Chickering and Reisser. Because the Post- Conventional or Identity-achieved level of development is rarely seen in reality, Harry s transition into this advanced stage demonstrates that he is an excellent role model for children who are already captivated by his story. According to James MacGregor Burns, a conscious decision to support the moral over the immoral is the very essence of leadership. Because Harry continually upholds the importance of staying true to himself and respecting the values of courage and loyalty, he is an archetypal morally competent leader. The Harry Potter series is an excellent teaching tool for young readers living in the mist of uncertainty and violence in their own lives. Harry experiences a great deal of violence and uncertainty himself, but remains true to his cause through the support of friends, mentors, and, most importantly, by taking public actions to combat evil. Through Harry s example, children can learn the importance of loyalty and appreciation for what they have in their own lives. Harry s journey conveys to readers worldwide that true leaders do not gain their power from an unseen mystical, magical force. While Harry is a wizard, his magical skills were not what compelled him to support the rights of others, to abandon his home or to ultimately consider self-sacrifice. Rather, Harry s development of moral leadership skills, illuminated through the scales of Kohlberg and Chickering and Reisser, are what has truly caused the world to be spellbound. ULR Volume II Issue II 26
6 References Chickering, A. W., & Reisser, L. (1993). Education and identity. San Francisco, CA: Jossey- Bass. Forney, D. S., Guido-Dibrito, F., & Evans, N. J. (1998). Student development in college: Theory, research, and practice. San Francisco, CA: Jossey-Bass. Komives, S. R., Lucas, N., & McMahon, T. R. (2006). Exploring leadership: For college students who want to make a difference. San Francisco, CA: Jossey-Bass. Rich, J. (1991). The conflict in moral education: Teaching principles or virtues? The Clearing House, 64(5), Rowling, J K. (1999). Harry Potter & the chamber of secrets. New York, NY: Scholastic Press. Rowling, J. K. (2007). Harry Potter and the deathly hallows. New York, NY: Scholastic Press. Rowling, J. K. (2000). Harry Potter and the goblet of fire. New York, NY: Scholastic Press. Rowling, J. K. (2003). Harry Potter and the order of the phoenix. New York, NY: Scholastic Paperbacks. Rowling, J.K. (2005). Harry Potter and the half-blood prince. New York, NY: Scholastic Press. Rowling, J.K. (1999). Harry Potter and the prisoner of Azkaban. New York, NY: Scholastic Press. Rowling, J.K. (1997). Harry Potter and the sorcerer's stone. New York, NY: Scholastic Press. Wren, J. T. (1995). The leader's companion: Insights on leadership through the ages. New York City, NY: Free Press. Yukl, G. (2006). Leadership in organizations. Alexandria, VA: Prentice Hall. ULR Volume II Issue II 27
7 Appendix Kohlberg (Wren, 1995) Chickering & Reisser (1993) Rowling Level 1: Preconventional Stage 1: Fear of punishment Stage 2: Opportunistic Identity-diffused: No commitments have been made consciously to any particular career directions or belief system Foreclosed: No identity crisis has been experienced, but commitments have been made Harry begins to conform to the ideals of family and friends. Harry gripped the edges of the stool and thought, Not Slytherin, not Slytherin (Rowling, 1997, p. 121) Your father would have been proud, said McGonagall. He was an excellent Quidditch player himself. (Rowling, 1997, p. 152) Level 2: Conventional Stage 3: Good boy-nice girl Stage 4: Relationships with others are necessary for moral reasoning Moratorium: A conscious search is underway, but not all alternatives have as yet been understood or evaluated Harry s conscious identity search is underway, but it has not yet been achieved. It felt very odd to be issuing instructions, but not nearly as odd as seeing them followed (Rowling, 2003, p. 392) Level 3: Post-conventional Stage 5: The greatest good for the greatest number Stage 6: There are a few basic moral principles which apply in all situations, e.g., life, liberty, human rights, respect for the dignity of man Identity-achieved: The crisis has been endured, and meaningful achievements have been independently made Harry sacrifices his education, as well as the only home he has ever known, to rid the world of evil. of love, loyalty, and innocence, Lord Voldemort knows nothing. (Rowling, 2007, p. 709). ULR Volume II Issue II 28
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