Hogwarts - the ideal educational model?

The educational experience of the young witch or wizard at Hogwarts is underpinned by a few fundamental principles of healthy development aimed at developing the best true self. To learn how to do magic, whether it be casting spells or brewing potions, the student must first understand the foundational elements of the particular magic they wish to engage in. This understanding is followed by disciplined practice, which offers more accurate rewards the better the prerequisite knowledge is understood. And the degree to which learning has been mastered is quite evidently measured through the student’s lived experience in how he or she has managed to manipulate the elements of magic within their extrinsic world (or even sometimes, that of the intrinsic). As such, we can argue that learning is then determined through inspiration to bring into the world that which is extraordinary (magic); acquiring the necessary knowledge and skill to understand that which one wishes to materialise (understanding); adopting the necessary set of routine practices to establish discipline in order to win at the long term game - to become the best witch or wizard you can (actioned discipline); and finally, to experience the difference in one’s extrinsic reality when these three steps are mastered properly (the actual magic).

When we summarise it as: inspiration - knowledge/skill acquisition - discipline - experience - mastery; does that not make so much sense? Is that not what any of us are doing when we look to acquire new knowledge or skills in order to actually change our lives? Is that not how the brain truly learns anyway?

In addition to the above-mentioned practices that produce magic, there is a strong sense of mindfulness ever-present in the Harry Potter series. Take the Patronus charm, for instance. In order to set the dementors (or general darkness and evil) running away, the witch or wizard must be able to focus their attention on something other than the looming evil approaching - rather, they must focus on the happiest they have ever been; arguably, their true sense of self. This seems to be the ultimate self-help tip, to my 21st century estimation.

But the bigger issue we can address with this idea is that of helping students find the means to focus on that which truly matters - in the present - by utilising their innate ability for retrospection (learning from past experiences) to inform their next steps, especially when the future seems like one containing ever growing darkness and evil (honourably challenging their futures and all the monsters it may hold). We can call this intent. Imagine a learning environment where students’ learnings are hinged on their intent - prompted by inspiration with that which resonates with their own, unique beings. Given that our ever-growing understanding of the world and universe around us is infinitely complex and interesting, surely cultivating inspiration and intent cannot be rocket science?

Perhaps the most interesting part of the educational experience at Hogwarts is that of true self-discovery. What is important to note here is that the educational journey at Hogwarts starts at the onset of adolescence - i.e. the students are no longer children, but rather adults in the making.

The first step in forming your future adult-self is being sorted into the most appropriate house: Gryffindor, Hufflepuff, Ravenclaw or Slytherin, each representing various values. This process underpins the idea that our values start to take shape throughout childhood; to be sharpened and used as tools to drive us forward and measure our progress along the way. But perhaps even more importantly: whatever these values may be, they cannot be the same for everyone. Diversity is required. But within this diversity the ultimate goal of differentiation in traits and values is to empower all by thoughtful, purposeful cooperation as a community to ward off evil, whatever shape it may take.

Following being sorted into one’s house is the idea that one now has a semblance of an identity that can be pursued. Adolescents' identity is very malleable at this stage, which is why it is so important that one’s values are in order - and are of real value. Having proper values in place, the foundations of the house-based community and what it stands for will allow the individual young witch or wizard to grow in collaboration with his or her community. This in turn allows for productive engagements with this value-based community to be identified, practised and repeated over time - the primary social function of the adolescent developmental stage.

Therefore, one can argue that these houses represent the self being directed by what has been established during childhood to what can possibly become as an adult. But be careful, because you do not want to be placed in house Slytherin - for that would mean that serious mistakes were made during childhood, and they might come to manifest something dangerous or unwanted. On the contrary, what one does want is to be placed in house Gryffindor, as it has courage or bravery as its central value - a value which requires very particular cultivation during childhood; and one vital to challenging adversity in order to unearth the true potential self during adolescence.

Whether J.K. Rowling intended for this or not, she created an estimation of an ideal educational model for adolescents in her Harry Potter series. In her world, students are inspired and guided to find their ‘magic’ - their best potential selves - through a fundamental understanding of that which makes up the world around them and how they can manipulate it to their will for the better of themselves and those around them. There is much that we can extrapolate from this as parents, educators and students; but not without first ensuring that our house of values is sorted. After that, simply seek inspiration in the vast world around you; ensure that thorough understanding is developed; and allow for manipulation of skills and knowledge within the realm of real-world experience to inform the individual self of the nobility of the current chosen path.

As highlighted above, the educational approach at Hogwarts relies primarily on the recipe of inspiration, knowledge/skill acquisition, discipline, experience, and mastery. This is interesting, as it mimics the satisfaction of cognitive needs which allow for development typical of adolescence.

If you like the Harry Potter series, then well done to you. You have identified something of value to occupy your mind. Hopefully this entry has allowed you to see that real magic is attainable in the way in which educational experiences can allow the shaping of a truly unique individual: one who is centred around a true self, manifested through real experience, and capable of manipulating his or her environment to the better of themselves and those around them.