Using specific examples, differentiate between the thinking patterns of a 3-year-old preschooler and a 9-year-old student, according to Piaget’s theory of cognitive development.
Literature on this topic is abundant as research has been conducted globally on the topic of the hijab as to the reasons why women should and should not wear the hijab. The research conducted was made possible through the use of surveys, interviews, questionnaires and observations. Katherine Bullock in particular, a Canadian community activist, author and lecturer did extensive research on the topic of the hijab and published her findings in the form of a book called Rethinking Muslim Women and the Veil which challenges “Historical and Modern Stereotypes” . She has also published articles on Muslim women and the media, and Islam and political theory. Purposes of the research The objectives of the study are to examine if the dominant negative Western perception affects the reasons why the Muslim community is divided on the subject of hijab. This research addresses the concern for a dialogue that could inform westernised societies about the personal reasons why some female Muslim students wear hijab and why others do not. I want my research to be meaningful, relevant to local communities and to open my mind and that of others by being taught through research and personal interviews about the subject. Scope and limitations The pool of participants is limited to the Muslim students at TSiBA Education. The data set is meaningful, but not representative of the vast range of Muslims in different contexts. It will however show a diversity of views within a common theology and faith. Plan of development METHODOLOGY 2.1 Participation The target group for the research is 20 South African Muslim women between the ages of 18 and 40. This age group is the target of this study because they are the current generation of TSiBA students and are experiencing modern South Africa in a time when it seems there is an ever increasing influx of Western culture. The age group is also likely to include married women who might be inclined to think differently about the hijab as their marriage might have changed the way each looks at the hijab. 2.2 Methods of data collection Two sets of data will be employed: 1) open-ended e-mail questionnaires with 20 Muslim students about the hijab 2) Conduct interviews and observations on the candidates if further data is required. The first data collection method I chose was a simple questionnaire. The research draws on qualitative data from questionnaires and interviews with 20 Muslim female students of varying ages within the TSiBA community. After many different drafts of the questionnaire I went to the Tertiary School in Business Administration (TSiBA) Education to distribute the final version. My questionnaire included the opinions of both young women who wear the hijab and those that do not. I did not ask for names in any section of the survey to ensure the anonymity of all my human subjects. In the end I collected 20 surveys in total. After gathering the questionnaire, I analyzed the results manually. As my second method of data collection, I conducted interviews, each having an approximate duration of between 30 minutes. I used a recording device on all my interviews. LITERATURE REVIEW>