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The Inca referred to their empire as Tawantinsuyu, [13] "the suyu of four [parts]". In Quechua, tawa is four and -ntin is a suffix naming a group, so that a tawantin is a quartet, a group of four things taken together, in this case the four suyu ("regions" or "provinces") whose corners met at the capital.
The "Qhapaq Ñan" (Inca Road), Quechua for “the Way of the Lord”, was largely used and constructed across the Inca Empire, for both the nobility and Inca state business. The Inca Road, although used heavily by the Inca elites, were not only for the elites, but also used to send and receive information hastily, by the means of the Chasqui ...
The Inca state was known as the Kingdom of Cuzco before 1438. Over the course of the Inca Empire, the Inca used conquest and peaceful assimilation to incorporate the territory of modern-day Peru, followed by a large portion of western South America, into their empire, centered on the Andean mountain range.
The Inca state had no separate judiciary or codified set of laws. While customs, expectations, and traditional local power holders did much in the way of governing behavior, the state, too, had legal force, such as through tukuy rikuq (lit. "he who sees all"), or inspectors. The highest such inspector, typically a blood relation to the Sapa ...
The Spanish conquest of the Inca Empire, also known as the Conquest of Peru, was one of the most important campaigns in the Spanish colonization of the Americas.After years of preliminary exploration and military skirmishes, 168 Spanish soldiers under conquistador Francisco Pizarro, along with his brothers in arms and their indigenous allies, captured the last Sapa Inca, Atahualpa, at the ...
The Inca had indigenous names for constellations as well as interstellar clouds (dark nebulae) visible from the Southern hemisphere. The fox (Atoq in quechua) is the name for one dark nebulae in the milky way, and Andean narratives, including Inca ones, may refer to the dark nebulae rather than the animal.
Inca education during the time of the Inca Empire was divided into two principal spheres: education for the upper classes and education for the general population. The royal classes and a few specially-chosen individuals from the provinces of the Empire were formally educated by the Amawtakuna (philosopher-scholars), while the general population were passed on knowledge and skills by their ...
According to Nathan Wachtel in La Vision des vaincus, the Inca state economy is defined as "the combination of two principles: those of reciprocity and redistribution", theoretically opposed but complementary, as "two movements, centripetal and centrifugal, define economic life: Gathering of products from the groups to the center, then ...