General Overview and Facts Presentation

The aim in translating, and commenting on scientific notions, facts, and processes is to firstly provide the Readership with core information to help them follow, evaluate, and assess the pertinence of the ensuing Pulaar-Fulfulde Concept-building Proposal to not only reflect that core information but to stimulate the Learner to take that piece of knowledge to higher level and perspective; therefore carrying with it (i.e. the Concept-building Proposal) the essence and the cardinal tenets around which the pedagogic approach defined in the Approach section revolves, as illustrated through the item1_Marmbilde case building, as well through Lesson5E. This viewpoint, along the Attributes defined in the Technical Attributes section is the basis of the Pulaar-Fulfulde Curriculum Structure, called LEFOL EELTUGOL which will be shortly discussed in the Approach section.

Technical Attributes Required

Describing scientific notions, facts and processes not only requires their respective thorough understanding, but additionally a certain capacity to convey the quintessence of that information as far as possible with words and arguments most people will likely easily cope with, but also the ability to put it into a broader context, to strike pertinent parallels and analogies, and most importantly bring to mind the use, application, and potential applicability of the discussed concept in far away fields. Personally that incentive has always kept me awake, and conferred strength in my quest to grasp for instance, the defining essence of Mathematical and Quantum Mechanical concepts, as hinted for example through Note2, Leçon12 in Quelques Leçons en conceptualisation. These Attributes are further embodied in the higher stage of conceptualization in the Pulaar-Fulfulde Reference, together with the requirement of proficiency in linking Pulaar-Fulfulde terms, along their various shades of meaning, with the said core information, backed by scientific evidence.

Approach Adopted

To implement the stated Technical Attributes of the preceding section, a consistent approach has accordingly been developed with respect to the Pulaar-Fulfulde Curriculum Structure, called LEFOL EELTUGOL, of which the AAWDI PINAL, PIINDI PINAL, AAWDI GANNDAL, PIINDI GANNDAL are the key stages; they respectively mean: The stimulating of Awareness, The blossoming of Awareness, The nurturing of Knowledge, The blossoming of Knowledge.

This Curriculum Structure extends from kindergarten to University-level training, thus covers the entire span of modern-day curriculum. It culminates with the Grad of PEERƊO (in Pulaar) or FEERƊO (in Fulfulde). The term is derived from FEERƊE (in Fulfulde), meaning here getting through impediments to knowledge and the equally challenging veil from knowledge, i.e. the hazards pertaining to the holding of knowledge, such as pride and self-conceit. Therefore the PEERƊ0 can be seen as a Person-Institution, in the sense of having cleft the Walls of subjectivity, lowly motives, deficient knowledge, along high moral traits safeguarding him against the vices of pride, pretense, covetousness, materialistic love, and submission to falsehood and oppression.

Present Challenges and Promising Directions

Lack of adequate funding for extensively roaming the wide Pulaar-Fulfulde living space in quest for more subtle terms and references, as well confronting closely related, yet distinct concepts, is of the paramount challenges.

However I have been fortunate to be in touch in my childhood with the elite intimately acquainted with the deepest meanings and having a great deal of command of the Pulaar-Fulfulde language and Pulaagu (in Pulaar, and Pulaaku in Fulfulde), i.e. the ontology and way of life of FULƁE. Furthermore through the medium of Internet, engaged Knowers of the Pulaar-Fulfulde Language and Culture may put their respective Knowledge into contribution. However, as stated in the Current State and Perspectives section of the Mission, critics and contributions are heartily welcome, but should follow the procedure which leads to the proposal of an alternative term, namely the explanation of the submitted concept in its various context-related Pulaar-Fulfulde shades of meaning along succinct scientific evidence supporting the assertion. In so doing, we are swayed by the aim of working out a clean and consistent literature body, upon which to build for a structured and encompassing encyclopedia.

**Mi yetti sanne. Yoo PULAAGU wuur, foola. Sehil mon, Pullo PEREEJO**