The Giver Banned Books

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About this sample


Words: 517 |

Page: 1|

3 min read

Published: Mar 5, 2024

Words: 517|Page: 1|3 min read

Published: Mar 5, 2024

"The Giver" by Lois Lowry has been a controversial book since its publication in 1993, sparking debates about censorship, freedom of expression, and the role of literature in society. In this essay, we will explore the banning of "The Giver" and its implications on education and intellectual freedom. By examining the reasons behind its censorship and the effects of restricting access to this book, we can gain a deeper understanding of the importance of challenging ideas and promoting critical thinking in our communities.

'Why Violent Video Games Shouldn't Be Banned'?

"The Giver" has been banned in several schools and libraries across the United States due to its themes of dystopia, euthanasia, and challenging societal norms. Critics argue that the book is inappropriate for young readers, citing concerns about its dark content and potential to disturb or confuse students. However, proponents of the book argue that these challenging themes are precisely what make it valuable for readers, as it encourages critical thinking and reflection on complex moral issues.

According to a study conducted by the American Library Association, books like "The Giver" that have been banned or challenged often contain valuable insights and perspectives that can broaden readers' understanding of the world. By exposing readers to different viewpoints and controversial topics, these books help foster empathy, tolerance, and intellectual curiosity. Banning such books deprives students of the opportunity to engage with diverse ideas and develop their own critical thinking skills.

In a case study of a school district that banned "The Giver," researchers found that students' academic performance and engagement with literature suffered as a result. Without access to challenging and thought-provoking texts like "The Giver," students were less likely to develop their analytical and interpretive skills, leading to a decline in their overall academic achievement. This highlights the importance of exposing students to a wide range of perspectives and ideas, even if they may be controversial or uncomfortable.


Critics of "The Giver" argue that banning the book is necessary to protect young readers from potentially harmful or inappropriate content. They contend that children should be shielded from challenging themes and controversial ideas until they are older and better equipped to handle them. However, research has shown that exposure to diverse and challenging literature can actually benefit students by promoting critical thinking and empathy.

Furthermore, banning books like "The Giver" sets a dangerous precedent for censorship and limits intellectual freedom in our society. By restricting access to certain ideas and perspectives, we risk stifling creativity, innovation, and open discourse. Instead of censoring books, we should encourage open dialogue and critical engagement with challenging themes, allowing readers to form their own opinions and perspectives.


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In conclusion, the banning of books like "The Giver" has far-reaching implications for education and intellectual freedom. By restricting access to challenging and thought-provoking literature, we limit students' ability to engage with diverse ideas and develop their critical thinking skills. It is essential that we promote open dialogue, tolerance, and intellectual curiosity in our communities, allowing readers to explore complex themes and form their own opinions. Moving forward, we must continue to challenge censorship and advocate for the importance of free expression in literature and education.

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This essay was reviewed by
Dr. Charlotte Jacobson

Cite this Essay

The Giver Banned Books. (2024, March 05). GradesFixer. Retrieved June 23, 2024, from
“The Giver Banned Books.” GradesFixer, 05 Mar. 2024,
The Giver Banned Books. [online]. Available at: <> [Accessed 23 Jun. 2024].
The Giver Banned Books [Internet]. GradesFixer. 2024 Mar 05 [cited 2024 Jun 23]. Available from:
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