The Book Series “Harry Potter” by J.K. Rowling: Education Issues

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Table of Contents

Introduction
The Theory of Connectivism in Learning
Conclusion
Works Cited

Introduction

Learning and teaching are perceived as universal activities because they are found worldwide. Everyone attends school and learns much the same material. Scholars have noted that in the plot of J.K. Rowling’s Harry Potter series, learning started long ago, and theories in the field of education never began in earnest until the mid-20^th century (Utecht et al. 107). Philosophers have presented different ideas to explain whether knowledge and the truth can appear within oneself or through external observations. Today, several theories in the field of education are investigated and analyzed regarding the Harry Potter Series by researchers to help learners understand the connection between in-class learning and learning through experience. The theory widely acknowledged in the education field and directly connected with the Harry Potter series is connectivism (Fowler 7). These three issues will bring out a clear understanding of the discussed theory’s application in the education field. Harry Potter Series is a true reflection of how society is connected to the learning experience from different regions across the globe.

The Theory of Connectivism in Learning

Connectivism is a theory that was introduced in the year 2005 by George Siemens and Stephen Downes. This theory describes the learning process as an interconnection between nodes in a network where the nodes are the teachers, and the networks are the learners (Corbett et al. 14). Connectivism holds that learning is more than just our internal creation of information. Instead, what we may learn from our outside networks is equally seen as learning. Due to this notion, two terms—nodes and links—have been widely used to describe how humans gather and connect information in a network. Students are viewed as “nodes” in a network under the connectivism theory. A book, webpage, person, and many more are examples of objects that may be connected and are referred to as links.

Connectivism in the Classroom

Understanding connectivism is one thing; putting it into practice in teaching and learning activities is quite another. Keep in mind that with a connectivism perspective, the learner assumes more responsibility for their learning. Different from conventional teaching strategies and other ideas like cognitivism, the role of the teachers is to accord learners support in becoming powerful agents of their learning and growth (Fowler 9). This implies that it is the responsibility of the learner to design their own learning experience, decision making, and develop their learning networks. The first stage in establishing a connectivism classroom is to increase options for digital learning, such as online courses, webinars, social networks, and blogs. Connectivism primarily relies on technology, and the following are the ways through which it can be applied in the classroom: social media, gamification, and simulation

Using social media in the classroom is one-way instructors put connectivism into practice. For instance, material may be shared, conversations can be had, and homework assignments can be announced via a class Twitter account (Fowler 9). This may increase student participation in class and encourage teacher-student dialogue. Gamification transforms assignments and activities into competitive games to create a participatory field for learners. Teachers can employ a variety of learning-based apps and instructional technology to include gamification in the classroom. One such is DuoLingo, an online learning program that facilitates language learning for pupils through enjoyable, game-like sessions. Students can accrue “points” for moving through classes, and teachers can monitor students’ progress. Apps like Brainscape, Virtual Reality House, and Gimkit are a few further examples.

Benefits of Applying the Connectivism Theory

Connectivism is beneficial in education; learners and teachers can benefit from the theory through connection and sharing ideas, viewpoints, and opinions on educative matters through the collaborative process (Corbett et al. 11). By applying the theory, a community can legitimize what they do, and in this way, knowledge can be spread quickly to many people via multiple communities (Mishra et al. 123). Learning responsibilities are shifted from teachers to students. Learners are given the freedom to create their own learning experience through research and linking the taught ideas to real-world scenarios. The teacher creates a learning ecology, shapes it, and releases learners to society after training.

Application in the Harry Potter Universe

The story of an educational institution in the Harry Potter universe directly reflects the theory of connectivism in education. J.K. Rowling’s approach to education in the Harry Potter series indicated the educational structure students experience while studying in different schools. The kind of content delivered to learners; assessment modes were designed to reflect an example of a traditional kind of education (Fowler 9). Rowling emphasized formal teaching while linking the idea grasped in learning centers to real life. She was able to depict Hogwarts by telling a humorous mirror of reality. The book did not give out the abilities of Rowling; the selection on Hogwarts was non-existent; however, in real-life schools, students are expected to work extremely smart for their acceptance into society granted. Currently, schools consider their learners’ economic and social position after graduating.

The curriculum described in Potter’s education series was hard to master and poorly connected. Students were required to go through tough and vigorous exercises in school. The education was ritualized, and the magic of mastering it was close to impossible. Students had a tough time coordinating what was taught in school and applying the same in real-world scenarios. According to connectivism theory, students learn more outside class through research on the internet, blogs, online articles, and video sources to help them understand the taught concept. Students learn best outside the classroom as they undertake their daily adventures (Utecht et al. 119). The kind of training that Hermione offered was not as important. Harry and their friends could learn from their teachers outside the curriculum and classroom. In support of the ideas in Harry’s series, the theory of connectivism describes the importance of involving learners in activities outside the classroom curriculum.

Simulations engage learners in deep learning that enhances comprehension and understanding of the concepts taught in the classroom. They also make the classroom atmosphere more interesting and enjoyable. Consider a physics lesson where the students use an internet application to design an electric circuit. They are learning about physics by mimicking a real physical setting rather than receiving instruction from a book or a lecture in a classroom.

Learning through experience is beneficial because it develops a better grasp of concepts taught through theories in class. Experimental learning gives the learners s good opportunity to apply their knowledge in solving real-world problems and have an active role in society (Utecht et al. 119). According to the Connectivism theory, learning through experience creates opportunities. A problem is seen to be having multiple solutions considering that there is no exact answer.

Innocence to experience is an issue in the Harry Potter Series learning environment. At times learners are forced to experience some tough moments in the process of learning to hasten their primary character experience. Often, the learners grow within these environments to become mature and centrally being. Following this kind of growth, the loss of sense of innocence that the learner had before emerged. Drawing an example from Little Women and Treasure Island from Harry Potter Series, characters from these narratives were forced to experience which took a part of their innocence which in turn gave them a strong and mature character in exchange for their innocence (Reichenberger 84). At times it takes a learner something they already possess to learn a new skill that assists them to survive in society. Jo March, a character from the Little Women narrative, the lady grew up from a gorgeous, naïve girl into a powerful woman in society. The teacher-learner relationship is insufficient for proper learning and understanding what society expects from the learner. Learners are therefore expected to grow, expecting to find conflicts in society that will shape their experience.

Conclusion

J.K. Rowling’s Harry Potter was a form of writing that explained the basic concepts of learning experiences from different surroundings. Education is performing a very significant role in ensuring that people get knowledge. The school contained a basic structure that could be enough for teaching purposes, unlike the Connectivism theory, which portrays a simple structure in the learning process. Although every education system must have a test session, connectivism theory does not support the idea of exams (Fowler 9). It supports that experience from interacting with the environment is enough to assess someone. The learners must develop their initiatives to propel them towards achieving their goals and watering the knowledge gained in a classroom environment (Fowler 9). The Hogwarts students learned via their adventures outside the classroom, which meant that studying physically in class was less effective in learning. Sometimes, connections with friends and the physical environment matter a lot in terms of what we intend to learn, and it matters more than academic and intellectual achievement.

Works Cited

Corbett, Frederique, and Elio Spinello. “Connectivism and leadership: harnessing a learning theory for the digital age to redefine leadership in the twenty-first century.” Heliyon 6.1 (2020): e03250. Web.

Fowler, Megan Justine. “Rewriting the school story through racebending in the Harry Potter and Raven Cycle fandoms.” Transformative Works and Cultures 29 (2019). Web.

Mishra, Nirbhay Kumar, and Rupkatha Ghosh. “Moral Education through Literary Aesthetic Experience: A Moral Study of the Harry Potter Series.” Journal of Aesthetic Education 56.2 (2022): 101-124. Web.

Reichenberger, Ina. “Harry Potter and the future of tourism.” Science fiction, disruption and tourism 6 (2021): 84. Web.

Utecht, Jeff, and Doreen Keller. “Becoming Relevant Again: Applying Connectivism Learning Theory to Today’s Classrooms.” Critical Questions in Education 10.2 (2019): 107-119. Web.

Yu, Helen H., et al. “Teaching leadership with popular culture: Practical lessons from Harry Potter.” Journal of Public Affairs Education 28.2 (2022): 156-181. Web.

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