₦airaland Forum

ÀWỌN Ẹ̀KA ARA ÈNÌYÀN - PARTS OF THE HUMAN BODY

For full article and other science based articles, Visit: http://yoruba-scipedia.wikidot.com/

Nnkan kan ní a mọ̀ tó dá wa l’ójú. Ọlọ́run dá àwa ènìyàn ní àwòran ara rẹ̀. Kìí ṣe pé bóyá Ọlọ́run ní apá àti ẹsẹ̀ bí àwa ọmọ ènìyàn àmọ́ a le ní ìmọ̀ òun òye tí ó tayọ tí gbogbo àwọn ẹ̀dá míràn. Ọlọ́run fún wa ní ànfàní láti lè ronú kí a sì fi ìrònú wa ṣẹ̀dá àwọn nnkan.
Ẹ̀ka ara àwa ènìyàn pín sì ọ̀nà mẹ́rin: orí òun ọrùn, òkùtù-ara, apá méjì àti irè méjì. Gíga àgbàlágbà ènìyàn jẹ nnkan bí ẹsẹ̀ márùún sì mẹ́fà àbọ̀. A dá ẹ̀dá ọmọ ènìyàn láti lè dúró ṣanṣan, láti lè fi ẹsẹ̀ méjì rìn, láti lè lo àwọn apá rẹ fún gbígbé nnkan. Ó sì ní àwọn àtẹ́lẹwọ́ méjì tí wọ́n lòdì sí ara wọn (láti lè fi wọn gbé nnkan tàbí di nnkan mú). Ara àgbàlagbà ènìyàn ní èjì ọ̀rún lé ẹfà (206) egungun, ẹfà ọ̀rún (600) iṣan, èjì-ìdì lé èjì (22) ẹ̀yà-ara nínú.
Àwọn ìrísí míràn tí ara àwa ènìyàn sì ní àwọn yìí:
1. Ori àwa ènìyàn ní nnkan bí egberun l’ọ́nà ọgọ́run irun. Irun sì pọ̀ l’ára àwọn ọkùnrin ju àwọn obirin lọ.
2. Àwọn obirin sábà ma nni ọ̀rá l’ára ju àwọn ọkùnrin àmọ́ àwọn ọkùnrin sábà ma nga ju obirin lọ. Bí àwọn obirin ba sì nsanra, wọ́n a sanra sì ìdí, ibádi àti ìtàn wọn. Àwọn ọkùnrin sábà ma nsanra sì ìkún àti òkè aya
3. Àwọn ọkùnrin sábà ma nga ju obirin lọ, wọ́n sì sábà ma nlagbára ju àwọn obirin lọ
4. Àwọn obìnrin tètè ma nbálaga si ọkùnrin

[center]ECLIPSE OF THE SUN AND THE MOON - ÌDÍLÓJÚ OÒRÙN ATI TI ÒṢÙPÁ[/center]

Ìdílójú òṣùpá kan ṣẹlẹ̀ ní ọjọ́ kọkàndínlọ́gbọ̀n, oṣù kọkànlá ọdún , 2020. Èyí ni yí óò jẹ́ ìgbà kẹrin ní ọdún náà tí a máa rí irú ìṣẹ̀lẹ̀ yìí. Àmọ́ èyí ti a ri ni ọjọ́ kerindínlógún, oṣù keje ọdún 2000 ni ó jẹ́ ìdílójú òṣùpá tó pẹ́ jù láti ọgọ́run ọdún sẹ́hìn, ati ní ọ̀rúndún wà yìí (21st. century). Ó sì fẹ́rẹ̀ gbà tó wákàtí méjì (wákàtí kan àti ìṣẹ́jú mẹ́tadínláàdọ́ta) kí ó tó ṣe tán. Àwọn ìṣújú rẹ̀ (partial eclipse) sì gbà tó nnkan bi wákàtí kan. Èyíi nì ni pé gbogbo ìṣẹ̀lẹ̀ yìí fẹ́rẹ̀ẹ́ gbà tó wákàtí mẹ́rin.

Ìgbàkigbà tí ìṣẹ̀lẹ̀ yìí yí óò bá ṣẹlẹ̀, a óò rí òṣùpá, yí óò sì pupa ṣẹṣẹ bí ẹni pé a kùn ún ní ọ̀dà pupa. Ko sì ní sí ewu kankan láti fi ojú wà lásán wò ó.

Kíni a npè ní ìdílójú òṣùpá paápàá? A tún mọ̀ pé bí ìdílójú òṣùpá ṣe wà náà ní ìdílójú oòrùn wà. Nítorí èyí, ó tọ́ kí a tilẹ̀ wo nnkan tí a npè ní Ìdílójú oòrùn àti Ìdílójú òṣùpá. Njẹ́ kí a tó bẹ̀rẹ̀ síí ṣe àlàyé, ẹ jẹ́ kí a mọ̀ pé oòrùn fúnrarẹ̀ dúró digbí sí ibi tóó wà ni. Ayé wà ní ó nyi oòrùn kiri. Eléyìí tí a npè ní ìyíká oòrùn. Bí ayé wà sì ti nyí oòrùn kiri, bẹ́ẹ̀ náà ní òṣùpá nyí ayé wà kiri.

Ó wà jẹ́ pé a óò rí ìgbà tí ayé wa yìí yí óò wà l’àárín òṣùpá ati oòrùn. A sì rí ìgbàmíràn tí òṣùpá yí óò wà l’àárín oòrùn àti ayé wà. Níwọ̀ngbà tí ó jẹ́ pé oòrùn ní ó nfún àwọn méjèèjì ní ìmọ́lẹ̀, ó wà jẹ́ pé ìgbà tí ayé bá wà l’àárín oòrùn ati òṣùpá, òṣùpá ko le rí ìmọ́lẹ̀ oòrùn. Eléyìí ni a npè ní Ìdílójú òṣùpá. Ó jẹ́ wipé ayé wà dí òṣùpá lójú láti rí ìmọ́lẹ̀ oòrùn.

YORUBA MODERN PRACTICAL DICTIONARY

It has been almost twenty years since the YORUBA MODERN PRACTICAL DICTIONARY was published. During this time, thousands of copies of this text has been sold worldwide.
This, almost 700 page English-Yoruba; Yoruba-English dictionary, by Dr. Kayode J. Fakinlede, features the following:
1. The Foreword, in its draft form, was written by the Late Chief Bola Ige.
2. A comprehensive review of the Yoruba alphabet and tonal system
3. More than 26,000 total dictionary entries
4. These include medical terms, as well as plant and animal taxonomy
5. Examples of idiomatic expressions that provide a context for new vocabulary words
6. A grammar section that includes parts of speech and sentence structure
7. A list of Yoruba and English word roots, prefixes, and suffixes
8. An appendix of scientific measurements and mathematical terminology
This dictionary is published in New York by HIPPOCRENE BOOKS INC. Obtain a copy directly from the Publishers, Amazon, or other booksellers.

MAKING YORUBA A LANGUAGE OF SCIENCE AND TECHNOLOGY - LIKE ENGLISH – Part 2*

*Please make sure you read all parts of this article

In the first portion of this article, an answer was given to why we do not use the Yoruba language in educating our children, despite the many positive attributes thereby clarified.
Answer given: THE BRAINS OF OUR INTELLECTUALS AND GOVERNMENT OFFICIALS ARE COLONIZED ALREADY.
This answer may need further clarification and elucidation. A person with a colonized brain actually and sincerely believes that the colonizer is superior to him in all things. Period. While this may not be an article about the effects of colonization, it is important to point out why colonization of the minds of our leaders make it difficult to use our own God-given language to train our own children.
I must point out at the beginning that it is the COLONIZATION OF THE MINDS OF OUR INTELLECTUALS that is holding us back in the education of our children with our language and thereby holding back our progress in ALL areas of development.
Examples:
1. When our intellectuals promulgate a decree that once you fail in English, you fail all subjects, they manage to destroy the lives and ambitions of at least a million youths each year.
2. When our universities and higher institutions refuse to teach our own language in our own universities to our own children, they manage to alienate our graduates from our land and make them look towards Europe and America for their livelihood after graduating.
3. When our universities and higher institutions refuse to create departments within their institutions where the use of Yoruba can be developed to handle scientific ideas despite the natural superiority of Yoruba to these other languages, they manage to create half baked graduates who are neither proficient in the English language nor in the language of their birth – Yoruba.
And this is where the answer to why we do not use Yoruba to teach STEM our schools lie:
THE YORUBA LANGUAGE IS NOT DEVELOPED ENOUGH TO HANDLE THE TEACHING AND PROPAGATION OF STEM in our schools and universities.
This means that despite the natural attributes of our language to handle science, technology, engineering, and mathematics (STEM) better than the English language, it is not DEVELOPED adequately to handle those subject areas.
The Yoruba language is therefore what the white man refers to as ‘a diamond in the rough’. And in order to get the beauty out of it, it needs to be developed.
OUR UNIVERSITIES IN YORUBA LAND NEED TO DEVELOP THE YORUBA LANGUAGE SO IT CAN BE USED TO PROPAGEATE STEM TO ALL OF OUR PEOPLES.

MAKING YORUBA A LANGUAGE OF SCIENCE AND TECHNOLOGY - LIKE ENGLISH – Part 1*
*Please make sure you read all parts of this article
More times than one, I have stressed that Yoruba, as a language, is far superior in communicating ideas in the sciences or any other discipline, than the English language. This means that, by its very nature, it is endowed with many attributes that make it easier to formulate, transfer, and receive ideas than most other languages - including English.
Yoruba language is also much easier to learn than any European language. Now, let me expatiate on this statement. I mean that a Yoruba child learning Yoruba will have more knowledge of the language by the age of say six, than an English child learning to speak English at that same age, if given equal amount of time in teaching them.
And you may say why is this the case? Is there any scientific evidence to back this up? The reasons and evidence for this are as follows:
1. The Yoruba language has more of what we call ATUPALE than the English language. This means that the meaning of most words is already embedded in the word itself. Much of the polysyllabic words that are real Yoruba words are formed by the combination of simple phonemes that are then elided to make the complex word. If you ask a Yoruba child about his name, he may tell you that his name is KAYODE. A follow-up question may be ‘what is the meaning of that name? By the age of six, he is good and ready to explain the meaning to you – KO AYO DE. If you were to ask an English child named Augustine, the same question, he probably won’t be able to give you a precise meaning because the meaning of his name probably has its root in some other language which he does not know.
2. The Yoruba grammar is highly ordered and predictable. There are only three words that signify singular/plural In the Yoruba language: emi/Awa, iwo/eyin and oun/awon. You therefore do not need a compendium to learn the plural words for house/mouse; man/pan; box/ox; etc. Neither do you have to attend a special grammar school to learn past tenses of go, come, look, have, etc. Again, this is due to the complete orderliness of our language vis-à-vis the English language.
3. The Yoruba language is mostly gender neutral. This means that you do not have to know whether a living thing is masculine or feminine before you construct a sentence around it, like in most European languages. The simple term ‘ó’ in Yoruba language stands for he/she/it. The issue of gender identification is currently a major problem in Europe and America, where some people claim to be neither male of female. This issue definitely does not arise with our language.
4. The Yoruba language is good and ready to give names to any thought, idea or observable without consulting Latin, Greek, Hausa, Arabic, Igbo or any other language on the planet; unlike the English language which is really an amalgam of many other languages of this world. This is the greatest beauty of our language – YORUBA.
A follow-up question: why then are we not using Yoruba to teach science and technology in our schools? Why do we make our children go the much longer route of learning English before teaching them STEM?
Answer: The simple answer to these questions is this: THE BRAINS OF OUR INTELLECTUALS AND GOVERNMENT OFFICIALS ARE COLONIZED ALREADY.

A RACE TO PROPAGATE STEM (SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS) IN NIGERIAN INDIGENOUS LANGUAGES

A race to propagate STEM (science, technology, engineering, and mathematics) in our indigenous languages may indeed be heating up.
Some time ago, it was announced that experts in the field of medicine, natural sciences, education, and Hausa languages had created original documents based on NERDC curriculum, and produced texts which were vetted and approved by NERDC, and that the material is with the university press, to be produced in large quantities for distribution to all schools. This is welcome news.
A few months ago, a physics textbook in Igbo language was published. It was claimed to be the first of its kind in a Nigerian language. As spurious as the claim may be, it is still a welcome idea that such a step was taken.
Our mission, from the start as AESTYL was for ALL science subjects, including Physics be taught in Yoruba. And for this reason, we published books in Physical Sciences (Physics, Chemistry, etc). Biological Sciences, Mathematics, General Science, etc. We created a website - ANIMOJINLE - to market these books. We offered these books to the government (Ondo State) and had them listed as part of books to be offered in schools. We also created a website for exposing the Yoruba peoples to scientific ideas, including Physiscs - FACEBOOK.COM/AESTYL. Some years ago, we started compiling AESTYL'S ENCYCLOPEDIA. The Association has also offered ENGLISH - YORUBA ILLUSTRATED SCIENCE DICTIONARY for visual exposure of scientific ideas, More than twenty years ago, I authored the ENGLISH - YORUBA MODERN PRACTICAL DICTIONARY, a 650 page translation of scientific ideas to the Yoruba language. This dictionary was launched with much fanfare by the then governor of Oyo State and attended by most of our governors from the Yoruba speaking parts of our country. We have also organized and given lectures in universities and to Some Yoruba government politicians about the acute importance of using Yoruba as a medium of science education in our schools, particularly in primary and secondary schools.
While I congratulate the steps being taken presently, I must state without doublt that the steps we already took both as AESTYL and even before the foundation of AESTYL put the propagation of STEM on Yoruba language many years ahead of the other attempts.
However, if the governments in Yoruba land do not see the importance of our efforts in AESTYL and make our books available to our students in Yoruba nation so they can benefit, we will also be pushed aside in this race.
There is abundant scientific evidence that the way to go for us to be relevant as Yoruba people in this technological world, is to get our children learning STEM in our language.
Again, I congratulate the efforts of other Nigerian major language speakers to join in this race..
FAKINLEDE

JOURNAL OF ASSOCIATION OF EDUCATORS OF SCIENCE AND TECHNOLOGY IN YORUBA LANGUAGE

file:///C:/Users/Julius%20Fakinlede/OneDrive/Desktop/YORUBA/JAESTYL%20-%20NO%20GRID.pdf

Journal of Educators of Science and Technology in Yoruba Language is a scholarly journal that explicitly seeks to advance the propagation of science and technology, and their inherent benefits to the population who may not have yet acquired or may never even acquire the
skills of learning using a language into which they are born.
In achieving this aim, it will publish papers that examine the advantages, strategies, and methods of making this process possible. It must be emphasized at the onset that teaching science and technology in indigenous languages is not meant to displace the use of English but to complement and reinforce its use later in a student’s training. It is also meant to challenge our students and the captive population in the early appreciation of the sciences while they may still be grappling with the rigors of understanding and using a foreign language.
The Journal adopts this approach in response to the overwhelming evidence that using a person’s indigenous language in explaining phenomena makes a markedly different approach to the use of said set of ideas. It helps ingrain the ideas faster and in a more meaningful way into a learner’s consciousness and therefore helps in its retrieval when it comes time for application.
This evidently goes without question. But why is this not the case in almost all our schools? Why do our teachers and lecturers prefer the tortuous and definitely unprofitable way? The obvious answer to these questions is that it is not easy to switch from one’s habit - one bestowed to us by the colonial masters – to another in which a lot of effort must be devoted to its implementation. Obviously, this will take continuous research and development efforts both in our colleges of education and in our universities.
It is the duty of AESTYL, the parent owner of this journal, to direct our efforts to confront this Herculean task, knowing that our abilities in science and technology as a society rest on our deep understanding of the laws of nature and in its application to our daily life.

AN OPEN LETTER TO EMIR SANUSI LAMIDO SANUSI OF KANO CONCERNING DEVELOPING OUR LANGUAGES


https://www.facebook.com/watch/?v=962282142367483&_rdc=1&_rdr

A recent posting on your thoughts about our educational processes in Nigeria gives me a conviction that this is an issue you have ruminated about for some time.

Your conclusion sir, coincides with highly researched findings that had been time-tested and found to be truly effective.
I therefore address this letter to you personally because you have shown in many of your pronouncements that you truly care about the welfare of our citizens.

I also know from your travails that you are not swayed by the trappings of political power as many of our leaders, both past and current.
Above all, I hope that somehow, someone would see this mail and point your attention to it, and by so doing you can provide a measure of influence to those in power, the type that I and most people cannot.

From your statements in the interview, I am led to the following extrapolations:
1. That quality education must be delivered to ALL Nigerians regardless of their academic background
2. That the most effective way to develop as a nation is to educate our teaming population.
3. That the best way to rapidly deliver this quality education to ALL NIGERIANS is to reach them at their most basic level of understanding by using their own GOD-GIVEN LANGUAGE, and that there can be no other way as effective as this.
4. That it is indeed the duty of our academicians and educationists to LEARN to deliver the education to the population in the language that the people understand. In which case, they must be the ones who must be ready to learn to speak the language of the people.
5. That ALL of our myriads of languages are capable of being used to propagate education to all of our people from the primary level to the most advanced level if our educationists are ready to train themselves to make this possible.
6. That we are indeed MISEDUCATING or UNDEREDUCATING our population when we resort to making them speak other peoples’ languages before we start giving them the education they need to function as Nigerians.
7. That proper education of our population directly results in wealth creation the type we cannot presently imagine.

A corollary to these extrapolations that come to mind is that in order to give proper education to our children, the teaching of our major languages to our children in our own schools for the benefit of our coexistence as a nation must begin as early as their fourth year is school. Their first three years in school must be used in engrossing them extensively in their own primary language so they are able to apply it in all areas of educational endeavor including science, technology, engineering and mathematics (STEM).

Starting from the fourth year, our students must be taught to speak one or more of the three major languages. This means that an Hausa student must taught to speak Igbo or Yoruba; an Igbo student must be taught to speak Hausa or Yoruba; while a Yoruba student must be taught to speak Hausa or Igbo. A student that speaks neither of these three languages must be taught to speak two of the major languages.
It is ironic that we try to teach our children many European languages which they will never use rather than teach them the language they use in conversation everyday of their life. Personally, I spent four years of intense training in French, but I have not spoken French to any one since leaving school many decades ago. I also feel ashamed that I cannot converse in simple Igbo or Hausa language with my fellow Nigerian.
Education, to me, means the ability to exploit the God-given environment for our own benefit, and not in our ability to show our ability to transform ourselves to what we are not.

May God bless you sir.
Fakinlede K
Founder, Association of Educators of Science and Technology in Yoruba Language (AESTYL)

JOURNAL OF ASSOCIATION OF EDUCATORS OF SCIENCE AND TECHNOLOGY IN YORUBA LANGUAGE - JAESTYL


file:///C:/Users/Julius%20Fakinlede/OneDrive/Desktop/YORUBA/JOURNAL%20OF%20THE%20ASSOCIATION%20OF%20EDUCATORS%20OF%20SCIENCE%20AND%20TECHNOLOGY%20IN%20YORUBA%20LANGUAGE.pdf

Journal of Educators of Science and Technology in Yoruba Language is a scholarly journal that explicitly seeks to advance the propagation of science and technology, and their inherent benefits to the population who may not have yet acquired or may never even acquire the
skills of learning using a language into which they are born.
In achieving this aim, it will publish papers that examine the advantages, strategies, and methods of making this process possible. It must be emphasized at the onset that teaching science and technology in indigenous languages is not meant to displace the use of English but to complement and reinforce its use later in a student’s training. It is also meant to challenge our students and the captive population in the early appreciation of the sciences while they may still be grappling with the rigors of understanding and using a foreign language.
The Journal adopts this approach in response to the overwhelming evidence that using a person’s indigenous language in explaining phenomena makes a markedly different approach to the use of said set of ideas. It helps ingrain the ideas faster and in a more meaningful way into a learner’s consciousness and therefore helps in its retrieval when it comes time for application.
This evidently goes without question. But why is this not the case in almost all our schools? Why do our teachers and lecturers prefer the tortuous and definitely unprofitable way? The obvious answer to these questions is that it is not easy to switch from one’s habit - one bestowed to us by the colonial masters – to another in which a lot of effort must be devoted to its implementation. Obviously, this
will take continuous research and development efforts both in our colleges of education and in our
universities.
It is the duty of AESTYL, the parent owner of this journal, to direct our efforts to confront this Herculean task, knowing that our abilities in science and technology as a society rest on our deep understanding of the laws of nature and in its application to our daily life.

FOR SCIENCE AND TECHNOLOGY ARTICLES IN YORUBA LANGUAGE, GO TO
https://www.facebook.com/photo/?fbid=863217129147892&set=a.483736083762667

ENGINEERING AND TECHNOLOGY – THE RELATIONSHIP

ÌMỌ̀ ÌLÒ-Ẹ̀RỌ (TEKINOLOJI) ATI ÌMỌ̀ ÌṢẸ̀RỌ(ENJINIA) – ÌBÁRAṢEPỌ̀ L’ÀÁRÍN WỌN

file:///C:/Users/Julius%20Fakinlede/OneDrive/Desktop/YORUBA/IMO%20MERIN%20-%20STEM%20-%20LOGO.pdf

Ìmọ̀ ẹ̀rọ pin si ọ̀nà meji ọ̀tọ̀ọ̀tọ̀ àmọ́ wọn fi ara pẹ́ ara wọn: Àwọn meji naa si ni Ìmọ̀ ìlò-ẹ̀rọ (Technology) ati ìmọ̀ Ìṣẹ̀rọ(Engineering).
Ìmọ̀ ìlò-ẹ̀rọ (Technology) je àwọn ọ̀nà ti a le fi ìmọ̀ wa ninu ìmọ̀jinlẹ̀ ati ìmọ̀ ìṣirò LO ẹ̀rọ kan ni àwọn ọ̀nà ti a nfẹ́ lati fi ṣe oniruuru iṣẹ́ ti a ba fẹ́ ṣe. Bi a ba ṣẹ̀ṣẹ̀ ra ẹ̀rọ komputa kan, a fẹ́ mo bi a ṣe le lo o lati ṣe oniruuru iwadi ti a fẹ́ wa. Bi a ba si ti nni oye àwọn purograamu (program) ti a le lo lati ṣe iṣẹ́ yi ni komputa yi nwulo si i.
Ìmọ̀ Ìṣẹ̀rọ (Engineering) je àwọn ọ̀nà ti a le fi ìmọ̀ wa ninu ìmọ̀jinlẹ̀ ati ìmọ̀ ìṣirò ṢE ẹ̀rọ ti a le lo lati fi ṣe oniruuru iṣẹ́ ti a ba fẹ́ ṣe. A ri pe bi o ti le wu ki onimo ìlò-ẹ̀rọ ti komputa mo iṣẹ́ re to, ko le titori eyi ki o da ṣe ẹ̀rọ komputa funraa re.
Àmọ́, a nilati mo pe eni ti o fẹ́ ṣe ẹ̀rọ komputa to lagbara ju ti tẹ́lẹ̀ nilati ni oye bi a ṣe nlo o. O si pon dandan ki o ni ìmọ̀ bi agbara eyi ti o wa ṣe to ki o to le da a labaa pe oun fẹ́ mu idagbasoke (develop) ba eleyii ti o fẹ́ dawole.
Bakan naa ni eni ti o fẹ́ lo komputa. O nilati ni ìmọ̀ Ìṣẹ̀rọ komputa die lati le fi ye àwọn aṣẹ̀rọ komputa (computer engineers) pe àwọn ọ̀nà ti o fẹ́ idagbasoke ninu ẹ̀rọ komputa òun ni eyi.
A si ti gba pe àwọn mejeeji nilati ni ìmọ̀ ijinle (science) ati ti ìṣirò (mathematics) ti o peye lati ṣe tabi lati lo komputa yii.
Bi o si ṣe ri fun ẹ̀rọ komputa ni o ṣe ri fun gbogbo ẹ̀rọ ti a nlo, lati ọkọ́ ti a fi nbule titi de àwọn bàlúù nla ti wọn nfo ni ofurufu.
Alagbede ti o nrọ (ṣe) ọkọ́ nilati ni ìmọ̀ (Science) lati mọ iru àlùrọ (metal) ti o fẹ́ fi rọ ọkọ́ (Engineering). Igba ti àgbẹ̀ kan ba si ti nlo ọkọ́ yii (Technology) ni yi oo ti le ṣe ijuwe fun alagbede iru àwọn iyato ti o nfe ki o ṣe lati ri i pe bi oun ba fẹ́ fi ọkọ́ yii kó àwọn irawe (rake) ni, tabi ki o fi tu(digger) ile oko nigbamiran, eleyi to o fẹ́ ra yi oo yato ju si atehinwa lo.
Nitori idi eyi ni a fi nsọ pe àwọn ọ̀nà merin lapapo ni a fi nkọ́ ẹ̀kọ́ àwọn nnkan: Ìmọ̀-jinlẹ̀, ìmọ̀ ìṣirò, ìmọ̀ ìlò-ẹ̀rọ, ati ìmọ̀ ìṣẹ̀rọ. Àwọn ọ̀nà merẹ̀ẹ̀rin yii ni nwon si pọn dandan lati fi kọ́ àwọn omo wa lati ìbẹ̀rẹ̀ pẹ̀pẹ̀ bi a ba fẹ́ kí nwon ni ilosiwaju l’ehinwa ola.

AESTYL'S YORÙBÁ SCIENCE AND TECHNOLOGY ENCYCLOPEDIA INDEX
DOWNLOAD YOUR OWN COPY - FREE

With this index, you have access to thousands of scientific topics in Yoruba language.
It gives you the advantage of teaching schoolchildren from the primary schools to the university in Yoruba language in ALL AREAS of Science.
You have a reference book to works that have taken more than 40 years to compile. You no longer have a reason to ask if Science can be taught in Yoruba language.

file:///C:/Users/Julius%20Fakinlede/OneDrive/Desktop/YORUBA/YOR%C3%99B%C3%81%20SCIENCE%20AND%20TECHNOLOGY%20ENCYCLOPEDIA%20INDEX%20-%202022-23.pdf

AESTYL'S YORÙBÁ SCIENCE AND TECHNOLOGY ENCYCLOPEDIA INDEX

DOWNLOAD YOUR OWN COPY - FREE

With this index, you have access to thousands of scientific topics in Yoruba language.
It gives you the advantage of teaching schoolchildren from the primary schools to the university in Yoruba language in ALL AREAS of Science.
You have a reference book to works that have taken more than 40 years to compile. You no longer have a reason to ask if Science can be taught in Yoruba language.

file:///C:/Users/Julius%20Fakinlede/OneDrive/Desktop/YORUBA/YOR%C3%99B%C3%81%20SCIENCE%20AND%20TECHNOLOGY%20ENCYCLOPEDIA%20INDEX%20-%202022-23.pdf

Interviewer 'Those advocating for reparations will say, shouldn't we make up for the damage we did through slavery? As a black woman saying this they may find that hard to understand from you".
Kemi:"Well, there are many things that the British empire got wrong. There are many amazing things that the British Empire also did and we need to be honest about that and stop pretending that it was all bad"
There is obviously something wrong with this lady.
Yes, as a black anybody saying the colonizer should be appreciated by the colonized for stopping to colonize him, is a major leap to what Abami-Eda, Fela calls COLOMENTALITY.
You can choose other ways to make a fool of yourself, but please DO NOT CHOOSE IGNORANCE.
Maybe one of these days, you will get off or be pushed off your high horse and study the history of your own people.
On the other hand, you may be trying to take advantage of the defense mechanisms of the white man, thinking that you are fooling him somehow, but do not be deceived, the white man is not fooled. They can read you like a book.
Please, please, tell me one thing the white man got right in the enslavement of your kith and kin. Is it how tight they made the chain, the millions of dead Africans thrown overboard on their way to the plantation, or the complete devastation of your ancestors' civilization?

ASSOCIATION OF EDUCATORS OF SCIENCE AND TECHNOLOGY IN YORUBA LANGUAGE (AESTYL) TOPICS FOR OUR FORTHCOMING JOURNAL (Volume 2)
Any person wishing to contribute to the second edition of our well received JOURNAL OF THE ASSOCIATION OF EDUCATORS OF SCIENCE AND TECHNOLOGY IN YORUBA LANGUAGE (JAESTYL) can view the attached topics of interest to make a contribution. Further details will be published soon
FAKINLEDE, K - EDITOR

[center]TEACHING MATHEMATICS SUBJECTS IN YORUBA - [/color][/center]
[center]AN OPEN LETTER TO THE NATIONAL INSTITUTE FOR EDUCATIONAL PLANNING AND (NIEPA)[/center][color=#006600][/color]

A Yoruba Decimal Numeral System has been developed that is capable of being used to propagate science, technology, engineering, and mathematics (STEM) to primary, preprimary and even to kindergarten children.
This system has been introduced in seminars and workshops in universities at home, including University of Port Harcourt, Kwara State University, Federal University of Technology, Akure. It has also been presented in seminars in universities overseas including University of Texas, Austin, Rutgers University etc.,
This system has been used satisfactorily in authoring scientific journals and texts and presented in other forums where the propagation of STEM in the indigenous language is desired.
While this system has not called for the jettisoning of our age old and critically acclaimed Yoruba Vigesimal system of counting, it has taken into consideration the ability of our children to understand the critical importance of a numeral system in the acquisition of scientific knowledge. It makes the children the center point in this acquisition, presenting their minds as a tabula rasa, a clean slate with no formal knowledge of counting. It is also of importance that this mind be quickly oriented such that a scientific system is imprinted before any other form of counting is introduced. This, to me, is the only way our ability to propagate STEM in the Yoruba language can be successful.
The Yoruba Decimal Numeral System has a formal base of ten on which most modern scientific knowledge universally is based. It is therefore not an attempt to copy any other system or make our own system look inferior. It is an effort for our children participate in scientific knowledge using their God given language by turning it to a universal language. Many other languages have undergone this process. It also must be emphasized that without doing this, our ability to propagate modern scientific knowledge to our offsprings will be always futile.
The YDNS requires that a child know the Yoruba units of counting from 0-9 (odo, eni, eji, eta …esan), and five other other terms. That is all. These terms are:
ÌDÌ for ten,
Ọ̀RÚN for hundred,
Ọ̀KẸ́ for thousand,
ÒDÙ for million,
ÈÈRÚ for billion.

That is all. With these fifteen terms, a child can count to many billions and trillions and can perform all other mathematical calisthenics without much effort. This, of course is the method applied in British, French, German, etc. counting systems that give them a leg up in the scientific world. It must be emphasized that while we are following the same principles of counting as these other countries, we are definitely not copying or ‘ yorubalizing’ their terms. This is absolutely unnecessary since our own language is good enough and even superior to these other languages in coining terms. An attempt to ‘yorubalize’ a foreign term to express an idea only tells our children that our own language is inadequate to handle scientific terms, which is absolutely untrue.

With this method, the following numbers can easily be called as:
EXAMPLES / ÀWỌN ÀPẸRẸ:
97: Ninety Seven is ẹ̀sán-ìdi l’éje
997: Nine Hundred and Ninety Seven / ẹ̀sán ọ̀rún àt’ẹ̀sán-ìdì l’éje
8,997: Eight thousand, nine hundred and ninety seven / ẹ̀jọ ọ̀kẹ́, ẹ̀sán ọ̀rún at’ẹ̀sán ìdì l’éje
10,247: Ten Thousand, two hundred and forty seven / (ọ̀kan) ìdì ọ̀kẹ́, èjì ọ̀rún at’ ẹ̀rin- ìdì l’éje
10,203,047: Ten million, two hundred and three thousand, and forty seven / (ọ̀kan) ìdì-òdù, èjì ọ̀rún l’ẹ̀ta ọ̀kẹ́, at’ẹrin-ìdì l’éje)
One can see that with this method, a primary school child, or even a preprimary school child will be able able to master the art of calling numbers using our language to the billions.

For further explanation of the YDNS, visit the following publications:
1. Kayode J. Fakinlede, Reevaluation of Yoruba’s Complex Numeral System, Lagosforum.com, 2004
2. Kayode J. Fakinlede, Modern Dictionary of the Yoruba Language- Translation of Modern and Scientific Terms to Yoruba Language, ACME Publishers, Lagos, Nigeria, 2001
3. Kayode J. Fakinlede, Beginner’s Yoruba, Hippocrene Books, 2005
4. Kayode J. Fakinlede, Modification of Yoruba Numeral System for Use in Science, Technology and Mathematics, Yoruba Creativity, editors:Toyin Falola and Ann Genova, Africa World Press, U.S.A 2005
5. Modification of Yoruba Numeral System for use in STEM (Science, Technology, Engineering, and Mathematics) Education/ Ìṣàmúlò Ònkà Yorùbá fún Ẹ̀kọ́ Ìmọ̀-mẹ́rin (Ìmọ̀jìnlẹ̀, Ìmọ̀ Ìlò-ẹ̀rọ, Ìmọ̀ Ìṣẹ̀rọ, ati Ìmọ̀ Ìṣírò); Pages 35-41; by Kayode J. Fakinlede, PhD
6. ENGLISH – YORUBA MATHEMATICS TRAINING WORKBOOK/ ÌWÉ-IṢẸ ÌKỌNI NÍ ÌṢIRÒ L’ÉDÈE YORÙBÁ TRAINING WORKBOOK; Module 1, Numbers and Counting; Pgs. 9-14; by Kayode J. Fakinlede, PhD
7. ENGLISH-YORUBA SCIENCE AND TECHNOLOGY HANDBOOK/ ÌWÉ-ÌLÉWỌ ẸKỌ ÌMỌN-ÌJÌNLẸ ÀTI ÌMỌN-ẸRỌ: Review of Numbers; Pgs. 13-16; by Kayode J. Fakinlede, PhD
8. YORUBA-ENGLISH ENGLISH-YORUBA - Modern Practical Dictionary by Kayode J. Fakinlede; Hippocrene Books, New York; Part C – Science and Mathematics; Pgs. 665-674.

MODIFICATION OF YORUBA NUMERAL SYSTEM FOR USE IN SCIENCE, TECHNOLOGY AND MATHEMATICS [color=#990000][/color]

To use Yoruba as a means of propagating science, technology, engineering and mathematics (STEM), the Yoruba system of counting things must be modified.
The present Yoruba vigesimal numeral system is a major impediment in developing Yoruba as a major language of science for the following reasons:
1. It posits that a learner should be able to add, multiply, divide and subtract even before learning the number system with which he is to carry out the mathematical exercise. For example, the number 167 is Etadinlaadosan. We first add 13 to make 180; divide 180 by 20, subtract 10; and the subtract 3. In none of these operations are the numerals 1, 6, or 7 visible. This stands logic on its head.
2. The system does not readily call very large numbers or the inverse of those numbers. While it may be argued that one may eventually call these numbers with the system, the time required to make this possible is excessive. This makes calling the numbers themselves, the object of the exercise whereas it is supposed to be a means to an end.
3. It is intensely difficult to teach this number system to primary school students. Because of this difficulty, teachers tend to jettison the system altogether early in a child’s education, preferring to substitute the English number system in teaching the children arithmetic, and essentially totally ending his educational experience with the language.
Hence, the Yoruba vigesimal system of numbering has to be modified due to its complexity, inadequacy and inability to be easily taught.
The Yoruba Decimal Numeral System
A Yoruba number system, usable for the propagation of knowledge in science, mathematics, engineering and mathematics (STEM) must have the following attributes:
1. It must be called as it is written and vice versa
2. It must be capable of handling numbers with as many figures as desired
3. It must be able to do this in a timely fashion compared to other number systems
4. It must be capable of being taught to a large extent to a preprimary (kindergarten) schoolchild and to a primary one schoolchild in its entirety
5. Learning it must not become a chore in itself
6. It must be capable of being easily manipulated
7. It must be competitive with other numeral systems – English
Any system that fails in any of these attributes will find some difficulty in driving the goal towards making Yoruba a language of science since the number system is the basis of mathematics, which in turn, is a sine qua none for STEM education.
A system, already developed to address all these issues has been presented by AESTYL. See:
MODIFICATION OF YORUBA NUMERAL SYSTEM FOR USE IN SCIENCE, TECHNOLOGY AND MATHEMATICS - yoruba science and technology encyclopedia

MODIFICATION OF YORUBA NUMERAL SYSTEM FOR USE IN SCIENCE, TECHNOLOGY AND MATHEMATICS
To use Yoruba as a means of propagating science, technology, engineering and mathematics (STEM), the Yoruba system of counting things must be modified.
The present Yoruba vigesimal numeral system is a major impediment in developing Yoruba as a major language of science for the following reasons:
1. It posits that a learner should be able to add, multiply, divide and subtract even before learning the number system with which he is to carry out the mathematical exercise. For example, the number 167 is Etadinlaadosan. We first add 13 to make 180; divide 180 by 20, subtract 10; and the subtract 3. In none of these operations are the numerals 1, 6, or 7 visible. This stands logic on its head.
2. The system does not readily call very large numbers or the inverse of those numbers. While it may be argued that one may eventually call these numbers with the system, the time required to make this possible is excessive. This makes calling the numbers themselves, the object of the exercise whereas it is supposed to be a means to an end5,6.
3. It is intensely difficult to teach this number system to primary school students. Because of this difficulty, teachers tend to jettison the system altogether early in a child’s education, preferring to substitute the English number system in teaching the children arithmetic, and essentially totally ending his educational experience with the language.
Hence, the Yoruba vigesimal system of numbering has to be modified due to its complexity, inadequacy and inability to be easily taught.
The Yoruba Decimal Numeral System
A Yoruba number system, usable for the propagation of knowledge in science, mathematics, engineering and mathematics (STEM) must have the following attributes:
1. It must be called as it is written and vice versa
2. It must be capable of handling numbers with as many figures as desired
3. It must be able to do this in a timely fashion compared to other number systems
4. It must be capable of being taught to a large extent to a preprimary (kindergarten) schoolchild and to a primary one schoolchild in its entirety
5. Learning it must not become a chore in itself
6. It must be capable of being easily manipulated
7. It must be competitive with other numeral systems – English
Any system that fails in any of these attributes will find some difficulty in driving the goal towards making Yoruba a language of science since the number system is the basis of mathematics, which in turn, is a sine qua none for STEM education.
A system, already developed to address all these issues has been presented by AESTYL. See:

http://yoruba-scipedia.wikidot.com/wiki:i-iro-mathematics-òòkà-ati-òòkà-kika-numbers-and-counti

AESTYL - VISION, MISSION STATEMENTS, AND OBJECTIVES

VISION:

1. To expose the Yoruba nation to the benefits and advantages of science and technology earlier, faster, wider, and in a more robust way than it is done presently.

2. To propagate science and technology education using the Yoruba language in schools and colleges, and to the Yoruba population at large.

3. To make Yoruba a scientifically developed language.

MISSION:

1. To propagate the benefits of science and technology to a large majority of our people through available outlets: internet, television, radio, classroom, etc.

2. To enhance the observation and exploration of the environment;

3. To enhance the development of basic science process skills including observing, manipulating, classifying, inferring, hypothesizing, interpreting data and formulating models;

4. To enhance the development of a functional knowledge of scientific and technological concepts and principles;

5. To explain simple natural phenomena;

6. To enhance the development of a scientific attitude including curiosity, critical reflection and objectivity;

7. To enable the application of basic skills and knowledge gained in science to solve everyday problems in the environment;

8. To enhance the development of self-confidence and self reliance through problem solving activities;

9. To sensitize people to the awareness of the orderliness and beauty of nature

OBJECTIVES:

1. To continuously develop materials and content for use in the propagation of science and technology using the Yoruba language by:

I. translating available scientific and technological body of knowledge for the benefit of the Yoruba masses, particularly those that do not speak a foreign scientifically developed language;

II. enhancing the training of our students in preprimary, primary and secondary schools by providing avenues to access information;

III. developing materials that will enhance the propagation of science and technology in the schools

2. To direct research in the propagation of indigenous scientific and technological knowhow of the Yoruba nation:

I. Medicine: herbal medicine

II. Crafts

III. Agriculture

IV. Foods v. Architecture

V. Others

3. To direct research in the development of the Yoruba language to make it easily usable for science and technology propagation:

I. Terminology development

II. Language of science and mathematics development iii. Number system development iv. Yoruba language writing for science and technology v. Development of teaching materials

TARGET AUDIENCE:

i. All Yoruba speaking people

ii. Preprimary and primary school children

iii. Secondary school students

iv. College and University students

v. Non-school going masses

vi. Yoruba people with limited proficiency in English but interested in scientific and technological principles and ideas

QUALIFICATION:

It must be emphasized that this is a project that aims to address scientific and technological principles/ideas using the YORUBA LANGUAGE as a medium. Topics are therefore limited to these areas. We therefore invite participants who are experts in all areas of science, mathematics, technology, medicine, engineering etc. and possibly able to speak and write in the Yoruba language.

PARTICIPATION

Any and all interested Yoruba loving persons are welcome. Bring your Talent for ALL to benefit

[center]AESTYL – VISION, MISSION AND OBJECTIVES
ASSOCIATION OF EDUCATORS OF SCIENCE AND TECHNOLOGY IN YORUBA LANGUAGE
ẸGBẸ́ OLÙKỌ́NI NI Ẹ̀KỌ́ IMỌ̀-JÌNLẸ̀ ATI IMỌ̀-Ẹ̀RỌ L’ÉDÈE YORÙBÁ
(AESTYL)
VISION[/center]
1. To expose the Yoruba nation to the benefits and advantages of science and technology earlier, faster, wider, and in a more robust way than it is done presently.
2. To propagate science and technology education using the Yoruba language in schools and colleges, and to the Yoruba population at large.
3. To make Yoruba a scientifically developed language.

ÌṢÍPAYÁ
1. Lati ṣi awa ọmọ Yoruba l’óju-inu nipa awọn anfani ati igbega t’o wa ni kikọ ẹkọ imọ-jinlẹ ati imọ-ẹrọ l’ọna t’o tọ, t’o yá, ati t’o peye ju ti ìdá yi
2. Lati lee fi ede Yoruba ṣe ipolongo ẹkọ imọ-jinlẹ ati imọ-ẹrọ ni awọn ileewe wa ati ni awujọ Yoruba gbogbo
3. Lati lee jẹki Yoruba di ojulowo ede ti a fi nkọni ni ẹkọ imọ-jinlẹ

Dear Members,
Our vision, mission and objectives have been clearly stated:
https://www.facebook.com/notes/association-of-educators-of-science-and-technology-in-yorùbá-language/aestyl-vision-mission-statements-and-objectives/2664565406893255/
However, for the avoidance of doubt, it must be emphasized that this is a project that aims to address scientific and technological principles/ideas using the YORUBA LANGUAGE as a medium. Topics are therefore limited to these areas.

For these reasons, we have done the following:

1. Created a facebook website: https://www:Facebook.com/AESTYL
for the exchange of ideas on a daily bases primarily to facilitate the attainment of the objectives as stated.
2. Created an on-line encyclopedia https://www:yoruba-scipedia.wikidot.com/ where fully developed STEM (Science, Technology, Engineering, Mathematics) topics can archived for reference. Topics developed there in can be accessed by anyone and for any reason.
3. Published several English – Yoruba, Yoruba – English, Science and Mathematics dictionaries:
http://yoruba-scipedia.wikidot.com/wiki:dictionaries?fbclid=IwAR24w47CxLv5inTB9qSlqpW2esoNq7lgjVI4eKBsp3QzFjWFeVeh30QiiMk
freely on this website. This is meant to serve as primary reference to enhance discussion or debate on any STEM topic of interest.
4. A full-fledged APPLIED YORUBA CURRICULUM
https://mail.google.com/mail/u/0/#inbox/FMfcgxwChSPTCcJxbzmcZHDzFznPcBzg?projector=1&messagePartId=0.1
to display areas of interest for any contributor.
5. A full-fledged Yoruba – English/English-Yoruba dictionary primarily devoted to STEM
https://www.bing.com/search?q=yoruba+Modern+Practical+dictionary&FORM=EDGNCT&PC=HCTS&refig=faded99ed15e4c3592358f4c721b9012
available for sale that can also be used for reference

I therefore encourage people interested in this area of scientific endeavor, to contact these sites.

Since the target audience is large, it will be advisable to include both the primary target audience and some form of introduction to write-ups. See:
http://yoruba-scipedia.wikidot.com/wiki:elephant-erin
And as much as possible, for copied, translated edited materials, give as much credit as possible to the original author.
It must be emphasized that this forum exists to propagate the use of our YORUBA in propagating STEM. THIS IS A SCIENCE ORIENTED SITE.

AESTYL’S REJOINDER TO THE FG INITIATIVE TO TEACH MATHEMATICS IN YORUBA LANGUAGE.
The news that the FG, through the National Institute for Educational Planning and Administration (NIEPA), has commenced moves towards the teaching of mathematics in Yoruba is welcome news for members of the Association of Educators of Science and Technology in Yoruba Language (AESTYL). It has been an objective in which this association has invested many decades and numerous research hours since it was established many years that the best way to make students really understand and apply science, technology, engineering and mathematics (STEM) in shaping their daily life is by propagating these in the indigenous languages.
However, there is a caveat that has been glossed over by later proponents of this idea when citing the late Prof. Babs Fafunwa’s epic research findings. While emphasizing the need to re-appraise the inherited colonial educational system in Nigeria and extoling the benefits of introducing scientific subjects in local languages, the need to adequately DEVELOP such a language, including Yoruba, to meet the requirements of its being used in STEM has not been adequately addressed.
Before I continue. We must ask ourselves the question: Why was Yoruba language not being used in this area of education in the first place? This, of course, would have been a logical way of propagating education to our young ones to begin with. A cursory response to this question would place the blame on the colonialists and their penchant to brainwash our little ones. While this may not altogether be incorrect, it was not the main reason why we chose to propagate the fundamentals of STEM in the colonialist’s language. The main reason was that our language, Yoruba, was NOT DEVELOPED ENOUGH THEN AND IS STILL NOT DEVELOPED ENOUGH NOW to handle STEM.
This would mean that BEFORE we start thinking of teaching our children STEM in Yoruba language, we must DEVELOP the language. This development will not happen by attending a ‘2-day training on teaching mathematics using the Yoruba indigenous language and early grade mathematics’.
While it may be superfluous to delve into history to make this point succinct, the following must be put in place now that this decision has been made:
1. LANGUAGE OF STEM: An all-encompassing language of STEM must be created for STEM that will enable a seamless transfer of scientific knowledge. It would seem as if I am emphasizing the teaching of STEM instead of what this body, NIEPA, is proposing to do, which is to utilize ’Yoruba language to teach mathematics to early-grade students’. Yes, I am. Mathematics must be taught at this early stage as part of STEM education and not in isolation.
2. MODIFICATION OF YORUBA NUMERAL SYSTEM: Simply put, our vigesimal numeral system CANNOT be used to propagate STEM even in the primary schools. Period. And this is the main reason why our language, Yoruba, was not used to teach Arithmetic beyond the first three years of a child’s primary education, and as far back as the mid-20th century. We must definitely develop a DECIMAL numeral system in Yoruba capable of being used BEFORE we start embarking on the journey of teaching students mathematics in the primary schools. An attempt to gloss over this and go straight to creating materials to teach children will result in a futile effort, leading us to where we started from in the first place. Again, I must emphasize that this is NOT something we can do later while our exuberance will make us begin teaching mathematics to the children now. This is one of the major DEVELOPMENTS that the Prof. Fafunwa was talking about.
3. REORIENTATION FOR THE STAKEHOLDERS: After the attainment of the first two prerequisites stated above, there has to be a re-orientation for all stakeholders of STEM that will make them understand that this is not an exercise in self-aggrandizement. It is true that our language, Yoruba, has been used for centuries to do a lot of things in commerce and divination. We evolved a numeral system that rivals anything that the Europeans did, and of course, we had a system in place stolen by George Boole. If, however, we want to use our language to PROPAGATE STEM, we must not let these accolades stan in the way. All stakeholders must appreciate the benefits to be derived from using that same language to propagate STEM to our children.
The Association of Educators of Science, Technology, Engineering, and Mathematics have take steps in making these objectives realizable. Such advancements sull be discussed in subsequenr write-ups.
Ire o
Fakinlede K
Founder AESTYL