Jyotisha/Vedic Astrology Terms

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Key terms/ Def/ Etymlogies of Jyotish/Vedic Astro

Last updated 5:55 PM on 6/23/25
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63 Terms

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Aho (अह)

Aho (अह): Refers to 'day' or 'daytime'. In Sanskrit and related contexts, it signifies the period of light in a 24-hour cycle, often associated with activity, clarity, and the visible world.

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Rātra (रात्र):

Denotes 'night' or 'nighttime.' In

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Ahorātra (अहोरात्र)

Ahorātra (अहोरात्र): This term combines 'Aho' (day) and 'Rātra' (night) to denote a full day-night cycle, or a 24-hour period. It encapsulates the complete cycle of diurnal and nocturnal activities, representing the continuum of time in traditional contexts.

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dhā (धा)

“to place, to establish’’ - This Sanskrit root implies stability, positioning, and support. It's foundational in forming metaphysical concepts such as dharma (cosmic order, righteousness) and adhiṣṭhāna (divine seat or base, the locus of divine presence). Dhā suggests a stable foundation upon which higher concepts are built.

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dharma

Dharma is derived from the root word dhri, which means 'to hold, maintain, or keep'. It encompasses the meanings of law, duty, righteousness, ethics, and cosmic order. In essence, dharma is that which sustains and maintains the harmony of the universe and the individual's role within it. It includes the inherent nature of things, moral principles, and duties that guide righteous living, and what upholds the order of the cosmos and society.

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Adhiṣṭhāna (अधिष्ठान):

Adhiṣṭhāna (अधिष्ठान): Literally translates to foundation, base, or support. It refers to the ground or basis upon which something stands or is established. In a spiritual or metaphysical sense, adhiṣṭhāna often denotes the

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vidhi –

Vidhi (विधि): This term translates to 'injunction,' 'rule,' or 'ordinance.' It refers to a prescribed rule or regulation, often within a legal, ritualistic, or moral context. In Hindu scriptures, vidhi delineates the proper ways of conducting rituals, performing duties, and adhering to religious practices.

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sthāna

Sthāna generally means 'place,' 'location,' or 'position.' Derived from the root sthā, indicating a close semantic relationship, sthāna refers to a specific area or spot where something is situated or exists. It can denote a physical place, like a location on a map, or a metaphorical place, such as a position in society or a state of being.

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Dhātu

Dhātu is derived from the Sanskrit root √dhā (धा), which carries the meaning of “to hold,” “to support,” or “to sustain.” In the context of Ayurvedic medicine, Dhātu refers to one of the seven primary tissues that constitute and support the body. These tissues are Rasa (plasma), Rakta (blood), Māṁsa (muscle), Meda (fat), Asthi (bone), Maj

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Rasa (रस)

Rasa (रस): Often translated as plasma or 'juice'. It refers to the nutrient fluid produced immediately after digestion, which nourishes all the tissues. In Ayurveda, Rasa is considered the essence of digested food and the first Dhātu (tissue) formed, providing the foundation for the nourishment of all other tissues in the body. It's crucial for maintaining vitality, immunity, and overall health.

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Rakta – Blood

Rakta (रक्त): In Ayurveda, Rakta refers to blood, which is considered one of the seven essential tissues (Dhatus) in the body. Its primary functions include transporting oxygen and nutrients to cells, removing waste products, and maintaining body temperature. Rakta is crucial for sustaining life and energy throughout the body, ensuring cellular nourishment and overall vitality.

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Māṁsa (मांस): In Ayurvedic medicine, Māṁsa specifically refers to muscle tissue. It is considered one of the seven essential Dhatus (tissues) in the body, crucial for providing strength, stability, and facilitating movement. This

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Meda (मेद):

Refers to fat or adipose tissue. In Ayurveda, Meda is considered one of the seven essential tissues (Dhatus) responsible for insulation, lubrication, and energy storage in the body. It helps maintain body temperature, protects vital organs, and provides

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Asthi – Bone

Asthi (अस्थि): Refers to bone in Ayurvedic medicine and is one of the seven essential Dhatus (tissues) that structure and support the body. Bones serve not only as the framework of the body, providing shape and support, but they also protect vital organs and facilitate movement by serving as attachment points for muscles. Asthi is crucial for maintaining overall structural integrity and health, ensuring the body's capacity to perform physical activities.

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Majjā (मज्जा):

Majjā (मज्जा): Refers to both bone marrow and nervous tissue in Ayurvedic medicine, integral for coordination and vitality. As one of the seven essential Dhatus (tissues), Majjā is responsible for producing blood cells, which are crucial for immunity and nourishment. Furthermore, it supports the nervous system, ensuring proper nerve function and sensory perception, thus maintaining overall vitality and systemic harmony.( Marrow and nervous tissue; coordination and vitality)

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Śukra / Artava

in Ayurveda, Śukra (शुक्र) refers to the reproductive tissue and essence, encompassing both male semen and female menstrual fluid (Artava). As one of the seven crucial Dhatus, it is associated with vitality, strength, and the body's reproductive functions, playing a key role in sustaining life and health. (Reproductive essence; the subtlest dhātu, linked to ojas)

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man (मन्):

“to think, to feel” - field spans cognition, reflection, and sacred utterance—linking thought to vibration, and vibration to liberation. In Vedic philosophy, man (मन्) represents the mind or consciousness, which is essential for intuition, perception, and understanding. It embodies the connection between thought and spiritual liberation.

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manas –

the mind or mental faculty that encompasses thought, perception, and feeling, crucial in Vedic philosophy for spiritual understanding and liberation. (mind)

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mantra –

a sacred utterance or sound, often used in meditation and spiritual practice, believed to possess spiritual power and significance. ( that which protects the mind (man + tra))

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manana –

the process of reflection or contemplation in Vedic philosophy, emphasizing deep thinking and mental engagement with spiritual concepts. ( contemplation)

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manu –

the progenitor of humanity in Hindu mythology, regarded as the first man and lawgiver, from whom all humans descend. (the archetypal thinker, progenitor of humanity)

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kṛ (कृ) –

a Sanskrit root meaning "to do" or "to make," often associated with action, creation, and the concept of karma in Vedic texts. ( “to do, to make”- the engine of becoming—from action to transformation, from ritual to reality.)

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karma –

the concept of action and its consequences in Vedic philosophy, representing the moral law of cause and effect that influences one’s future. ( action)

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kriyā -

a Sanskrit term meaning "action" or "deed," often referring to ritualistic actions or the performance of duties in accordance with Dharma. ( ritual act)

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prakṛti –

the natural state or inherent nature of a person or thing, often described as the material aspect of reality that interacts with consciousness. ( primordial nature (pra- + kṛ)

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vikāra –

(modification (vi- + kṛ). )

  • vi- = apart, in different directions, special, distinction

  • kṛ = to do, to make, to act

Thus, vikāra literally means “a change, transformation, or alteration.”

Contextual Meanings:

  • Ayurveda:

    • Vikāra refers to pathological changes or disease conditions — disturbances in the normal balance of doṣas, dhātus, and malas.

    • The Ayurvedic diagnostic process evaluates the difference between prakṛti (natural constitution) and vikṛti (current state of imbalance).

  • Samkhya Philosophy:

    • A vikāra is a modification of prakṛti, a product of primordial nature manifesting into form (like mind, senses, elements).

    • Everything in the material world is a vikāra of the original prakṛti.

  • Jyotisha:

    • Used to denote affliction, distortion, or deviation in a chart (e.g., malefic influences causing vikāra in health or behavior).

    • Can also imply transformative experiences initiated by planetary dṛṣṭi (aspect) or dasha periods.

🧠 Tags:

  • Etymology: Sanskrit verb root

  • Ayurveda: disease/imbalance

  • Samkhya: metaphysical manifestation

  • Jyotisha: distortion / transformation

  • Antonym: prakṛti, samya (balance)

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kṛ (कृ) –

(to do → karma, kriyā, prakṛti)

kṛ (कृ) = a Sanskrit verbal root meaning:

  • to do

  • to make

  • to perform or accomplish


Derived Concepts:

  1. karma (कर्म)

    • From: kṛ + -ma (noun suffix)

    • Meaning: action, deed, consequence

    • In Vedantic and Jyotisha contexts, karma refers to both past actions and their results, including samskāras and fate.

  2. kriyā (क्रिया)

    • From: kṛ + -iyā (action-forming suffix)

    • Meaning: ritual act, yogic movement, sacred doing

    • In yoga: physical/spiritual actions aimed at purification or transformation (e.g., Kriyā Yoga).

  3. prakṛti (प्रकृति)

    • From: pra- (forth) + kṛ (to do)

    • Meaning: “that which puts forth action” — the primordial substance or nature from which all material reality evolves.

    • In Samkhya, it is undifferentiated nature, the source of all vikāras (modifications).


🧠 Bonus Insight:

  • The root kṛ is foundational to Vedic thought: nearly all concepts of duty, ritual, creation, and transformation stem from it.

  • It forms the philosophical backbone of action-oriented metaphysics across Vedānta, Samkhya, Jyotisha, Yoga, and Ayurveda.


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vid (विद्) —

(“To Know, To See, To Discover”- vid seeks the truth behind appearance)

vid (विद्) = “to know, to see, to discover
→ Implies true perceptionseeing through illusion to essence.

Derivatives:

  • Veda (वेद):
    vid + a = “that which is known”
    → Sacred knowledge; eternal truth (ṛta), not of human origin.

  • Vidyā (विद्या):
    → “knowledge,” “wisdom,” “science”
    → Liberating inner knowing in Vedānta & Tantra.

  • Avidyā (अविद्या):
    → “non-knowing,” misperception
    → Root of spiritual ignorance and bondage (saṁsāra).

Cognates:
Latin videre (“to see”), English vision, wisdom

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Veda

(Veda – “that which is known” or “revealed knowledge”)

Veda (वेद) = “that which is known” or “revealed knowledge
→ From root vid (विद्) = to know, see, realize

Meaning & Context:

  • Eternal, apauruṣeya (not of human authorship)

  • Source of all dharma (cosmic order)

  • Comprised of 4: Ṛg, Yajur, Sāma, Atharva

  • Holds mantra (sacred sound) and brāhmaṇa (ritual method)

In Vedānta:
Veda reveals Brahman, the ultimate reality.

In Jyotisha:
Veda is the foundation of cosmic laws, including time cycles, yugas, and karma.

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Vidya –

Vidyā (विद्या) = “Knowledge, learning, or science
→ From root vid (विद्) = to know, perceive, realize

Context & Usage:

  • Refers to both worldly knowledge (e.g. grammar, astronomy, medicine) and spiritual wisdom

  • In Vedānta: Liberating knowledge that reveals the Self (Ātman) and dissolves illusion (māyā)

  • In Tantra: Often personified as goddesses or śakti forms (e.g. Mahāvidyās)

  • Paired with avidyā, its opposite: ignorance, illusion, misidentification

Types (Classic List):

  1. Para Vidyā – Higher knowledge (Brahman)

  2. Apara Vidyā – Lower/worldly sciences

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Vidyādhara –

(Vidyādhara – bearer of knowledge (a class of celestial beings))

Vidyādhara = “Bearer of Vidyā (knowledge)
vidyā (spiritual knowledge) + dhara (holder)

In Jyotiṣa & Vedic Cosmology:

  • A class of celestial beings known for their mastery of hidden sciences, including:

    • Jyotiṣa (astrology)

    • Mantra & Tantra

    • Alchemy & Siddhis

  • Said to reside in invisible realms (like Gandhamādana), influencing sages and gifted astrologers

  • Symbolize refined karmic evolution — beings who preserve esoteric knowledge across yugas

Astrological Implication:

  • Vidyādhara-level insight may be granted in charts with:

    • Strong Mercury, Jupiter, Ketu, or 9th house influences

    • Connection to Ashlesha, Jyeshtha, or Mūla nakshatras (guardians of hidden vidyās)

  • Represents access to divine intuition, occult insight, and past-life wisdom channels

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Viveka

(– discrimination (from vi + vic, but semantically aligned with vid))

Viveka = “Discernment, discrimination, or clear seeing
→ From vi- (apart, distinct) + vic (to separate, distinguish)
→ Semantically aligned with vid (to know, to perceive)

In Vedānta & Jyotiṣa:

  • Viveka is the capacity to discern the real (sat) from the unreal (asat)

  • The astrologer must cultivate viveka to:

    • See past surface conditions (rāśi) into underlying karmas (dṛṣṭi, dasha)

    • Distinguish fate vs free will, default patterns vs soul purpose

    • Interpret without projection, preference, or fear

In Practice:

  • Strong Mercury + Jupiter, clean Budha-Aditya Yoga, or a sharp Ketu can indicate viveka

  • Charts showing Saturn + Ketu maturity often force the development of viveka through trials

Viveka is the inner astrologer’s sword — it cuts illusion, clarifies karma, and refines vision.

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vid (विद्) –

(vid (विद्) – to know → vidyā, veda, jñāna)

vid (विद्) = “To know, to perceive, to discover
→ Implies truth-seeing beyond illusion

Key Derivatives:

  • Vidyā (विद्या):
    → Sacred knowledge; both worldly and liberating.
    → In Jyotiṣa, vidyā is the science of time, karma, and cosmic intelligence.

  • Veda (वेद):
    → “That which is known”; revealed, eternal knowledge.
    → Jyotiṣa is a Vedāṅga — a limb of the Veda used to understand time and dharma.

  • Jñāna (ज्ञान):
    → Inner realization or wisdom; direct knowing.
    → In Jyotiṣa, jñāna arises through intuitive synthesis of chart dynamics — seeing the soul’s blueprint.

Cognates:
vid (Sanskrit) → videre (Latin), video/vision (English)

In Practice:
Strong Jupiter, Mercury, or Ketu can indicate carriers of vid, especially when connected to the 9th house, Ashlesha, Mūla, or Jyeshtha nakshatras.

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Vedānta (Veda + anta) -

(Vedānta (Veda + anta) is the culmination of knowledge—jñāna mokṣa.) Vedānta (वेद + अन्त) = “The end (culmination) of the Veda
Veda = knowledge, anta = end, conclusion, essence

Meaning:

  • Philosophical system representing the highest knowledge (jñāna)

  • Teaches the identity of Ātman (Self) and Brahman (Absolute)

  • Root path to mokṣa (liberation) through self-inquiry and discernment (viveka)

In Jyotiṣa:

  • Charts with strong 9th house, Jupiter, Ketu, or exalted Sun may indicate Vedāntic inclinations

  • Vedānta represents the jñāna-mārga (path of knowledge) — seen in those drawn to timeless truths over ritual alone

Vedānta = not the end of knowledge, but its flowering into freedom.

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In Sāṅkhya, vidyā -

(is the discriminative knowledge that separates puruṣa from prakṛti.)Vidyā (विद्या) = “True knowledge” — the clear recognition of reality as it is

In Sāṅkhya:

  • Vidyā is the discriminative awareness that reveals the eternal Puruṣa (consciousness) as distinct from Prakṛti (nature, mind, senses)

  • It dissolves Avidyā — the root of bondage, where one misidentifies with body, thoughts, or karma

  • Leads to Kaivalya (complete liberation through separation from Prakṛti)

In Jyotiṣa:

  • Vidyā is the astrologer's capacity to perceive karma without becoming entangled in it

  • Often signified by Ketu, Jupiter, and the 12th house — gateways to self-knowledge beyond form

🕯 Vidyā in Sāṅkhya is the mirror that reflects the soul back to itself — untouched, unbound, pure.

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In Tantra, vidyā -

(In Tantra, vidyā becomes a goddess—Mahāvidyā—knowledge as liberating deity -)

In Tantra, vidyā (विद्या) = not just knowledge, but divine feminine forceknowledge personified as goddess.

  • Mahāvidyā (महाविद्या) = “Great Knowledge” or “Great Revealing Goddess”
    → A group of 10 fierce and liberating goddesses
    → Each embodies a specific form of transformative wisdom (e.g. Kālī, Tārā, Tripurasundarī)

Key idea:

  • Knowledge is not just conceptual — it is shakti (power)

  • Vidyā becomes a deity, an initiatory force that shatters illusion and liberates the soul

  • Each Mahāvidyā rules over specific layers of reality, emotion, karma, and cosmic law

In Jyotiṣa:

  • Mahāvidyā energy may express through:

    • Powerful Moon–Ketu dynamics

    • Strong Rahu–Venus pairings in 5th, 8th, or 12th houses

    • Nakshatras like Mūla, Ashlesha, or Chitra

🕉 In Tantra, vidyā is not studied — she is invoked, worshipped, and surrendered to.

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Vid as Flame in the Jñānāgni

((Fire of Knowledge) Doctrine – Bhagavad Gītā 4.19–23 - Jñānena tu tad ajñānaṁ yeṣāṁ nāśitam ātmanaḥ” > “For whom ignorance is destroyed by knowledge—vidyā—their wisdom reveals the Self like the rising sun.” (Gītā 5.16)

In Bhagavad Gītā 4.19–23 and 5.16, vidyā is described as a spiritual fire (jñānāgni) that burns away ignorance (ajñāna):

“Jñānena tu tad ajñānaṁ yeṣāṁ nāśitam ātmanaḥ”
“For whom ignorance has been destroyed by knowledge, their inner Self shines like the sun.” (Gītā 5.16)

🔥 Jñānāgni = “Fire of Knowledge”

  • Knowledge (vid) becomes a flame that dissolves misidentification with the body, mind, and karma

  • It illuminates the Ātman, like the sun rising after darkness

In Jyotiṣa:

  • Charts with strong Sun + Ketu + Jupiter reflect this radiant fire of perception

  • Indicates burning of karmic residue through clear spiritual vision

🕯 Vid is not just light — it is fire. It does not merely reveal; it transforms.

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Jñānāgni—

(the fire of knowledge—burns all karma to ash. The root vid here expresses)Jñānāgni (ज्ञानाग्नि) = "The fire of knowledge"
→ From jñāna (knowing) + agni (fire)

Bhagavad Gītā 4.37–39:

“As fire burns wood to ash, so does the fire of knowledge burn all karma to ash.”

🔥 Function:

  • Jñānāgni is not intellectual — it is direct perception (vid) of truth beyond illusion

  • It burns saṁskāras and karmic bondage, revealing the pure Self (Ātman)

The root vid (to know, to see) is the spark
→ When awakened into jñāna, it becomes the consuming flame that dissolves:

  • Ahaṅkāra (ego)

  • Ajñāna (ignorance)

  • Karma (action-reaction chain)

In Jyotiṣa:

  • Reflected in Ketu (mokṣa-karaka) + Sun (inner radiance)

  • Seen in spiritual ascetics or sannyāsī yogas

  • Jñānāgni = the inner light that burns through rāśis to reach the soul

🕯 Vid becomes jñānāgni when it no longer seeks — it sees. And in that seeing, all karma is reduced to ash.


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(darśana)

(Knowledge as vision)Darśana (दर्शन) = “Vision, sight, seeing clearly
→ From root dṛś (दृश्) = to see
→ Not passive looking, but direct, sacred perception

In Philosophy:

  • A Darśana is a viewpoint or system of knowledge — e.g., Sāṅkhya, Yoga, Vedānta, Nyāya

  • Each offers a “way of seeing” reality that leads toward liberation

In Jyotiṣa:

  • The astrologer practices darśana: not just reading charts, but seeing truth behind form

  • Dr̥ṣṭi (aspect) literally means “sight” — grahas cast their vision onto other bhāvas

  • Divya-cakṣus (divine sight) = the seer’s awakened intuition, a form of jñāna-darśana

Darśana is where knowledge and vision merge — to know is to truly see.

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mokṣa

(Knowledge as liberation ) Mokṣa (मोक्ष) = Liberation, release from saṁsāra (cycle of birth, death, karma)

  • Jñāna = Liberating knowledge — the direct realization of Ātman = Brahman

  • Vidyā = Revealed truth that dissolves avidyā (ignorance), the root of bondage

  • True knowledge is not accumulation, but recognition of what always was — the Self as unchanging, free

🕯 In the Gītā, Upaniṣads, and Jyotiṣa:

Knowledge reveals the Self like the sun, burning karma to ash (Gītā 5.16, 4.37)

In Jyotiṣa:

  • Mokṣa shown in 4th, 8th, 12th houses, strong Ketu, exalted Jupiter/Sun

  • Jñāna-yoga charts often show disinterest in outer success, intense inner vision

Knowledge is not just the path — it is the gate, the fire, and the light beyond.

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bindu—

(a point of semantic potential that unfolds into a maṇḍala of meanings) Bindu (बिन्दु) = “Point, dot, or seed
→ A symbol of semantic and cosmic potential
→ The origin point from which multiplicity unfolds

In Tantra & Cosmology:

  • Bindu is the primordial still point — from which sound (nāda), form, and creation emerge

  • It contains within it the unmanifest maṇḍala — a universe of meaning, awaiting expression

In Jyotiṣa:

  • The chart itself is a maṇḍala, but the soul’s karma may originate from a single bindu of unresolved desire or wisdom

  • Grahas are seen as vibrational points (bindus) within the cosmic grid

  • Bindu in Ashtakavarga = units of planetary strength/beneficence in a house — literal “points of light”

Philosophically:

  • Bindu = where unity becomes diversity, where pure being becomes narrative

🕉 Bindu is the place where silence speaks, form rests in formlessness, and all knowledge spirals outward.


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Oṁ

( is the bindu of all sound—its threefold vibration (A-U-M) unfolds into waking, dreaming, and deep sleep) Oṁ (ॐ) = Primordial sound, the sonic bindu from which all creation unfolds
Bindu = the point of origin, potential, and return

Threefold vibration:

  1. A (अ)Waking state (jāgrat)

  2. U (उ)Dreaming state (svapna)

  3. M (म)Deep sleep (suṣupti)
    → Together: all states of consciousness

The silence after M = turīya — the fourth, unchanging reality (pure awareness)

In Jyotiṣa & cosmology:

  • Oṁ is the bindu of time, light, and rhythm — the source behind all graha vibrations

  • Mantras like Oṁ namaḥ śivāya begin with Oṁ to tune the seeker to the cosmic pulse

🕉 Oṁ is the sound-seed (śabda-bindu) where unity vibrates into multiplicity, and returns again to stillness.

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bhū (भू) –

to become → bhūta, bhūmi, bhava- bhū explores the appearance of truth

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Bhava –

becoming, existence, emotional state

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Bhūta –

that which has become (element, being, ghost)

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Bhūmi –

earth, ground

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Bhagavān –

the one who possesses bhū (existence, splendor)

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In Bhakti, bhāva

is the emotional mode of relating to the divine—śānta, dāsya, sakhya, mādhurya.

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In Vedānta, bhava

is the illusion of becoming—what must be transcended to realize sat (pure being).

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In Buddhism, bhava

is a link in the chain of dependent origination—becoming leads to birth, and thus to suffering

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Bhū as Earth and Becoming in the Bhūmi Sūkta (Atharva Veda 12.1)- Bhūmir bhūvāni mātarah”—

as Earth and Becoming in the Bhūmi Sūkta (Atharva Veda 12.1)- Bhūmir bhūvāni mātarah”— “Earth, the foundation of all becoming, our mother.”

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Bhūmi,

the Earth Goddess, also called Pṛthivī

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Bhūmi

is not inert matter but śakti—manifestation itself, the sacred ground of all being (bhāva).

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Field of karma, dharma, and ṛta—

where life becomes actual

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‘satyaṁ jñānam anantaṁ brahma’ — Taittirīya Upaniṣad 2.1.1 - vid is consciousness itself, the knowing that knows itself. And bhū is implied in satyaṁ—the being that underlies all becoming.

Together, they describe Brahman as Being-Consciousness-Infinite—not three things, but one indivisible reality

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satyaṁ –

truth, pure being (sat from as, a cousin of bhū)

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jñānam –

knowledge, consciousness (from vid)

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anantam –

infinite, unbounded

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bhūḥ bhuvaḥ svaḥ —

The Vyāhṛtis of the Gāyatrī Mantra- states of consciousness. Bhūḥ is the waking world of form (bhū), bhuvaḥ is the dream-like realm of subtle becoming, and svaḥ is the luminous field of pure awareness (vid)

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bhūḥ –

Earth, the realm of becoming (bhū)

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bhuvaḥ –

Atmosphere, the realm of transformation

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svaḥ –

Heaven, the realm of light and pure being

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Rakta – Blood; vitalizes and oxygenates

Blood, crucial for oxygen transport and cellular nourishment. Considered one of the primary Dhatus responsible for providing vitality and energy to the body by carrying oxygen and nutrients to tissues and removing waste products.

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Imperialism Rise in Nationalism • During the French and Industrial Revolution, nationalism continued to inspire nations to increase their political and economic power. • Nationalism became the ideal force in the political, economic, and cultural life in the world, becoming the first universal ideology-organizing all people into a nation state. Nationalism Defined • The strong belief that the interest of a particular nation-state is of primary importance. o Nation-State – a state where the vast majority shares the same culture and is conscious of it. It is an ideal in which cultural boundaries match up with political ones. • As an ideology, it is based on the idea that the individual’s loyalty and devotion to the nation-state surpass other individual/group interests. • Exalting one nation’s belief above all others and placing primary emphasis on promotion of its culture and interests, excluding the interests of others. Changing the World through a Nationalistic Vision • The French Revolution significantly changed the political world and how countries govern. • The Industrial Revolution significantly changed the economic world. • The Age of Imperialism (1870-1914) dramatically changed the political, economic, and social world. What is Imperialism? • Imperialism- The policy of extending the rule of authority of an empire or nation over foreign countries, or of acquiring and holding colonies and dependencies. Power and influence are done through diplomacy or military force. Reasons for Imperialism • There are 5 main motives for empires to seek to expand their rule over other countries or territories: 1. Exploratory • Imperial nations wanted to explore territory unknown to them. • The main purpose for this exploration of new lands was for resource acquisition, medical or scientific research. o Charles Darwin • Other reasons: o Cartography (map making) o Adventure 2. Ethnocentric • Europeans acted on the concept of ethnocentrism o Ethnocentrism- the belief that one race or nation is superior to others. • Ethnocentrism developed out of Charles Darwin’s “survival of the fittest” theory. Philosophers used the theory to explain why there were superior races and inferior races. o This became known as Social Darwinism. • Most imperial nations believed that their cultural values or beliefs were superior to other nations or groups. • Believed imperial conquest would bring successful culture to inferior people. 3. Religious • Imperial expansion promoted a religious movement of people setting out to convert new members of conquered territories. • With the belief that Christianity was superior, missionaries believed it was their duty to spread Christianity to the world. • Christian missionaries established churches, and in doing so, they spread Western culture values as well. • Typically, missionaries spread the imperial nation's language through education and religious interactions. 4. Political • Patriotism and Nationalism helped spur our imperial growth, thus creating competition against other supremacies. • It was a matter of national pride, respect, and security. • Furthermore, European rivalry spurred nations for imperial conquest. Since land equaled power, the more land a country could acquire the more prestige they could wield across the globe. • Empires wanted strategic territory to ensure access for their navies and armies around the world. • The empire believed they must expand, thus they needed to be defended. 5. Economic • With the Industrial Revolution taking place during the same time, governments and private companies contributed to find ways to maximize profits. • Imperialized countries provided European factories and markets with natural resources (old and new) to manufacture products. • Trading posts were strategically placed around imperialized countries to maximize and increase profits. o Such places as the Suez Canal in Egypt which was controlled by the British provided strategic choke hold over many European powers. o Imperial powers competed over the best potential locations for resources, markets, and trade. History of Imperialism • Ancient Imperialism 600 BCE-500 CE o Roman Empire, Ancient China, Greek Empire, Persian Empire, Babylonian Empire. • Middle Age Imperialism (Age of Colonialism-1400-1800s) o Great Britain, Spain, Portugal, France, Netherlands (Dutch), Russia. • Age of Imperialism 1870-1914 o Great Britain, Spain, Portugal, France, Germany, Belgium, Italy, Japan, United States, Ottoman Empire, Russia. • Current Imperialism...? o U.S. Military intervention (i.e. Middle East) o Russia’s Invasion of Ukraine. Imperialism Colonialism • Refers to political or economic control, either legally or illegally. • Refers to where one nation assumes control over the other. • Creating an empire, expanding into neighboring regions and expanding the dominance far outside its borders. • Where a country conquers and rules over other regions for exploiting resources from the conquered country for the conqueror's benefit. • Foreign government controls/governs a territory without significant settlement. • Foreign government controls/governs the territory from within the land being colonized. • Little to no new settlement established on fresh territory. • Movement to settle to fresh territory. Age of Colonialism WHEN? • Started around the late 1400s and ended around the late 1700s/early 1800s. WHY? • Primary Reason: European countries, wished to find a direct trade route to Asia (China & India) and the East Indies. o Quicker and relatively more effective than land routes over Asia. • Secondary Reason: Empire expansion (land power) WHO? • Countries involved: Great Britain, France, Spain, the Dutch & Portugal. • Individuals’ knowns as Mercantilists believed that maintaining imperialized territory and colonizing the region could serve as a source of wealth, while personal motives by rulers, explorers, and missionaries could therefore promote their own agenda. o This agenda being “Glory, God and Gold”. Mercantilism • Mercantilism was a popular and main economic system for many European nations during the 16th to 18th centuries. • The main goal was to increase a nation’s wealth by promoting government rule of a nation’s economy for the purpose of enhancing state power at the expense of rival national power. • It was the economic counterpart of political absolutism. Why did mercantilists want colonies? • Mercantilists believed that a country must have an excess of exports over imports. • By colonizing territory, it provided the nation with indispensable wealth of precious raw materials. • Therefore, the claimed territory served as a market and supplier of raw materials for the mother country. Which, in time, provided an excess of exports for the nation and thus created wealth. o Development of Trading Companies to support this economic system. Hudson Bay Company – (1670). Controlled primarily North America. o Dutch East Indie Trading Company (1682) o East Indian Trading Company (1600) o Royal African Trade Company (1672) WHERE? • European nations begun to colonize the America, India and the East Indies to create a direct trade route. • Great Britain was the leading power in India, Australia and North America, South Africa. • Spain colonized central and South America. • French held Louisiana, coastal land of Africa and French Guinea. • The Dutch built an empire in the East Indies. • The Portuguese was able to take control of present-day Brazil and the southern tip of South America and Japan. Age of Colonialism • As countries started to imperialize these regions, eventually the concept of colonization took hold: • This is what makes the Age of Colonialism extremely different! End of Colonialism • By 1800, colonialism became less popular • Why? o Revolutions (Spain, France & American) o The Napoleonic Wars o Struggle for nationalism and democracy. o Exhausted all money and energy to supervise their colonies. Waiting to wake again • Imperialism would stay quiet for close to 50 years before Great Britain and France’s economies revitalized. • The outbreak of the Industrial Revolution only encouraged and revitalized European nations to begin their conquest for new territory and resources. Age of Imperialism THE SCRAMBLE FOR AFRICA 1870-1914 Conditions Prior to Imperialism of Africa  European interest in exploiting Africa was minimal.  Their economic interests & profit in Africa primarily came through coastal trade that took place during the 1500-1700s.  The slave trade became the main source of European profit.  Furthermore, disease, political instability, lack of transportation and unpredictable climate all discouraged Europeans from seeking territory. Slave Trade & the Trans-Atlantic Slave Voyages  Forced labor was not uncommon during the 13-17th Centuries. Africans and Europeans had been trading goods and people across the Mediteranea for centuries.  This all changed from 1526 to 1867, as a new system of slavery was introduced that became highly “commercialized, racialized and inherited”  By 1690, the America and West Indies saw approximately 30,000 African people shipped from Africa. A century later, that number grew to 85,000 people per year.  By 1867, approximately 12.5 million people (about twice the population of Arizona) left Africa in a slave ship. What Changed? 1. End of the Slave Trade- Left a need for trade between Europe and Africa. 2. Innovation in technology- The steam engine and iron hulled boats allowed Europe 3. Discovery of new raw materials- Explorers located vast raw materials and resources and this only spurred imperialism with Europe in the wake of the Industrial Revolution. 4. Politics- Unification of Germany and Italy left little room to expand in Europe. Germany and Italy both needed raw materials to “catch up” with Britain and France so they looked to Africa. The Scramble for Africa  The scramble started in 1870.  Although some coastal land had previously been acquired before 1870, the need for territory quickly accelerated as European countries looked t get deeper into Africa.  Within 20 years, nearly all continents were placed under imperialistic rule. Who was Involved?  Great Britain  France  Germany  Italy  Portugal  Belgium  Spain (kind) Violent Affairs  Violence broke out multiple times when European nations looked to claim the same territory.  Germ Chancellor. Otto van Bismarck. Attempted to avert the possibility of violence against the European powers.  In 1884, Bismarck organized a conference in Berlin for the European nations. The Berlin Conference (1884-85)  The conference looked to set ground rules for future annexation of African territory by European Nations.  Annexation is the forcible acquisition and assertion of legal title over one state’s territory by another state, usually following military occupation of the territory.  From a distant perspective, it looked like it would reduce tensions among European nations and avert war.  At the heart of the meeting, these European countries negotiated their claims to African territory, made it official and then mapped their regions.  Furthermore, the leaders agreed to allow free trade among imperialized territory and some homework for negotiating future European claims in Africa was established. Further Path  After the conference, european powers continued to expand their claims in Africa so that by 1900. 90% of the African territory had been claimed. A Turn towards Colonization?  Upon the imperialization of African territory, European nations and little interest in African land unless it produced economic wealth.  Therefore, European governments put little effort and expertise into these imperialized regions.  In most cases, this emat a form of indirect rule. Thus, governing the natin without sufficient settlement and government from within the mother country. Some Exceptions  There were some exemptions through in Africa as colonization was a necessary for some regions i n Africa.  Some regions where diamonds and gold were present. Government looked to protectorate the regions and establish rule and settlement in the regions.  Protectorates: A state controlled and protected by another state for defense against aggression and other law violations. Would  Some examples include South Africa, Botswana, Zimbabwe and Congo. Conclusion  Although it may appear that the Berlin Conference averted war amid the African Scramble, imperialism eventually brought the world into worldwide conflict.  With the continued desire to create an empire by European nations. World War 1 would break out which can be linked to this quest at imperialism.
Updated 490d ago
note Note
Imperialism Rise in Nationalism • During the French and Industrial Revolution, nationalism continued to inspire nations to increase their political and economic power. • Nationalism became the ideal force in the political, economic, and cultural life in the world, becoming the first universal ideology-organizing all people into a nation state. Nationalism Defined • The strong belief that the interest of a particular nation-state is of primary importance. o Nation-State – a state where the vast majority shares the same culture and is conscious of it. It is an ideal in which cultural boundaries match up with political ones. • As an ideology, it is based on the idea that the individual’s loyalty and devotion to the nation-state surpass other individual/group interests. • Exalting one nation’s belief above all others and placing primary emphasis on promotion of its culture and interests, excluding the interests of others. Changing the World through a Nationalistic Vision • The French Revolution significantly changed the political world and how countries govern. • The Industrial Revolution significantly changed the economic world. • The Age of Imperialism (1870-1914) dramatically changed the political, economic, and social world. What is Imperialism? • Imperialism- The policy of extending the rule of authority of an empire or nation over foreign countries, or of acquiring and holding colonies and dependencies. Power and influence are done through diplomacy or military force. Reasons for Imperialism • There are 5 main motives for empires to seek to expand their rule over other countries or territories: 1. Exploratory • Imperial nations wanted to explore territory unknown to them. • The main purpose for this exploration of new lands was for resource acquisition, medical or scientific research. o Charles Darwin • Other reasons: o Cartography (map making) o Adventure 2. Ethnocentric • Europeans acted on the concept of ethnocentrism o Ethnocentrism- the belief that one race or nation is superior to others. • Ethnocentrism developed out of Charles Darwin’s “survival of the fittest” theory. Philosophers used the theory to explain why there were superior races and inferior races. o This became known as Social Darwinism. • Most imperial nations believed that their cultural values or beliefs were superior to other nations or groups. • Believed imperial conquest would bring successful culture to inferior people. 3. Religious • Imperial expansion promoted a religious movement of people setting out to convert new members of conquered territories. • With the belief that Christianity was superior, missionaries believed it was their duty to spread Christianity to the world. • Christian missionaries established churches, and in doing so, they spread Western culture values as well. • Typically, missionaries spread the imperial nation's language through education and religious interactions. 4. Political • Patriotism and Nationalism helped spur our imperial growth, thus creating competition against other supremacies. • It was a matter of national pride, respect, and security. • Furthermore, European rivalry spurred nations for imperial conquest. Since land equaled power, the more land a country could acquire the more prestige they could wield across the globe. • Empires wanted strategic territory to ensure access for their navies and armies around the world. • The empire believed they must expand, thus they needed to be defended. 5. Economic • With the Industrial Revolution taking place during the same time, governments and private companies contributed to find ways to maximize profits. • Imperialized countries provided European factories and markets with natural resources (old and new) to manufacture products. • Trading posts were strategically placed around imperialized countries to maximize and increase profits. o Such places as the Suez Canal in Egypt which was controlled by the British provided strategic choke hold over many European powers. o Imperial powers competed over the best potential locations for resources, markets, and trade. History of Imperialism • Ancient Imperialism 600 BCE-500 CE o Roman Empire, Ancient China, Greek Empire, Persian Empire, Babylonian Empire. • Middle Age Imperialism (Age of Colonialism-1400-1800s) o Great Britain, Spain, Portugal, France, Netherlands (Dutch), Russia. • Age of Imperialism 1870-1914 o Great Britain, Spain, Portugal, France, Germany, Belgium, Italy, Japan, United States, Ottoman Empire, Russia. • Current Imperialism...? o U.S. Military intervention (i.e. Middle East) o Russia’s Invasion of Ukraine. Imperialism Colonialism • Refers to political or economic control, either legally or illegally. • Refers to where one nation assumes control over the other. • Creating an empire, expanding into neighboring regions and expanding the dominance far outside its borders. • Where a country conquers and rules over other regions for exploiting resources from the conquered country for the conqueror's benefit. • Foreign government controls/governs a territory without significant settlement. • Foreign government controls/governs the territory from within the land being colonized. • Little to no new settlement established on fresh territory. • Movement to settle to fresh territory. Age of Colonialism WHEN? • Started around the late 1400s and ended around the late 1700s/early 1800s. WHY? • Primary Reason: European countries, wished to find a direct trade route to Asia (China & India) and the East Indies. o Quicker and relatively more effective than land routes over Asia. • Secondary Reason: Empire expansion (land power) WHO? • Countries involved: Great Britain, France, Spain, the Dutch & Portugal. • Individuals’ knowns as Mercantilists believed that maintaining imperialized territory and colonizing the region could serve as a source of wealth, while personal motives by rulers, explorers, and missionaries could therefore promote their own agenda. o This agenda being “Glory, God and Gold”. Mercantilism • Mercantilism was a popular and main economic system for many European nations during the 16th to 18th centuries. • The main goal was to increase a nation’s wealth by promoting government rule of a nation’s economy for the purpose of enhancing state power at the expense of rival national power. • It was the economic counterpart of political absolutism. Why did mercantilists want colonies? • Mercantilists believed that a country must have an excess of exports over imports. • By colonizing territory, it provided the nation with indispensable wealth of precious raw materials. • Therefore, the claimed territory served as a market and supplier of raw materials for the mother country. Which, in time, provided an excess of exports for the nation and thus created wealth. o Development of Trading Companies to support this economic system. Hudson Bay Company – (1670). Controlled primarily North America. o Dutch East Indie Trading Company (1682) o East Indian Trading Company (1600) o Royal African Trade Company (1672) WHERE? • European nations begun to colonize the America, India and the East Indies to create a direct trade route. • Great Britain was the leading power in India, Australia and North America, South Africa. • Spain colonized central and South America. • French held Louisiana, coastal land of Africa and French Guinea. • The Dutch built an empire in the East Indies. • The Portuguese was able to take control of present-day Brazil and the southern tip of South America and Japan. Age of Colonialism • As countries started to imperialize these regions, eventually the concept of colonization took hold: • This is what makes the Age of Colonialism extremely different! End of Colonialism • By 1800, colonialism became less popular • Why? o Revolutions (Spain, France & American) o The Napoleonic Wars o Struggle for nationalism and democracy. o Exhausted all money and energy to supervise their colonies. Waiting to wake again • Imperialism would stay quiet for close to 50 years before Great Britain and France’s economies revitalized. • The outbreak of the Industrial Revolution only encouraged and revitalized European nations to begin their conquest for new territory and resources. Age of Imperialism THE SCRAMBLE FOR AFRICA 1870-1914 Conditions Prior to Imperialism of Africa  European interest in exploiting Africa was minimal.  Their economic interests & profit in Africa primarily came through coastal trade that took place during the 1500-1700s.  The slave trade became the main source of European profit.  Furthermore, disease, political instability, lack of transportation and unpredictable climate all discouraged Europeans from seeking territory. Slave Trade & the Trans-Atlantic Slave Voyages  Forced labor was not uncommon during the 13-17th Centuries. Africans and Europeans had been trading goods and people across the Mediteranea for centuries.  This all changed from 1526 to 1867, as a new system of slavery was introduced that became highly “commercialized, racialized and inherited”  By 1690, the America and West Indies saw approximately 30,000 African people shipped from Africa. A century later, that number grew to 85,000 people per year.  By 1867, approximately 12.5 million people (about twice the population of Arizona) left Africa in a slave ship. What Changed? 1. End of the Slave Trade- Left a need for trade between Europe and Africa. 2. Innovation in technology- The steam engine and iron hulled boats allowed Europe 3. Discovery of new raw materials- Explorers located vast raw materials and resources and this only spurred imperialism with Europe in the wake of the Industrial Revolution. 4. Politics- Unification of Germany and Italy left little room to expand in Europe. Germany and Italy both needed raw materials to “catch up” with Britain and France so they looked to Africa. The Scramble for Africa  The scramble started in 1870.  Although some coastal land had previously been acquired before 1870, the need for territory quickly accelerated as European countries looked t get deeper into Africa.  Within 20 years, nearly all continents were placed under imperialistic rule. Who was Involved?  Great Britain  France  Germany  Italy  Portugal  Belgium  Spain (kind) Violent Affairs  Violence broke out multiple times when European nations looked to claim the same territory.  Germ Chancellor. Otto van Bismarck. Attempted to avert the possibility of violence against the European powers.  In 1884, Bismarck organized a conference in Berlin for the European nations. The Berlin Conference (1884-85)  The conference looked to set ground rules for future annexation of African territory by European Nations.  Annexation is the forcible acquisition and assertion of legal title over one state’s territory by another state, usually following military occupation of the territory.  From a distant perspective, it looked like it would reduce tensions among European nations and avert war.  At the heart of the meeting, these European countries negotiated their claims to African territory, made it official and then mapped their regions.  Furthermore, the leaders agreed to allow free trade among imperialized territory and some homework for negotiating future European claims in Africa was established. Further Path  After the conference, european powers continued to expand their claims in Africa so that by 1900. 90% of the African territory had been claimed. A Turn towards Colonization?  Upon the imperialization of African territory, European nations and little interest in African land unless it produced economic wealth.  Therefore, European governments put little effort and expertise into these imperialized regions.  In most cases, this emat a form of indirect rule. Thus, governing the natin without sufficient settlement and government from within the mother country. Some Exceptions  There were some exemptions through in Africa as colonization was a necessary for some regions i n Africa.  Some regions where diamonds and gold were present. Government looked to protectorate the regions and establish rule and settlement in the regions.  Protectorates: A state controlled and protected by another state for defense against aggression and other law violations. Would  Some examples include South Africa, Botswana, Zimbabwe and Congo. Conclusion  Although it may appear that the Berlin Conference averted war amid the African Scramble, imperialism eventually brought the world into worldwide conflict.  With the continued desire to create an empire by European nations. World War 1 would break out which can be linked to this quest at imperialism.
Updated 490d ago
note Note

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