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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 ...
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.
Evidence from the archeological site El Inca date the culture to 9000–8000 BC. Excavations were undertaken around 1961. It is believed that, from the archaeological perspective, this area is one of the most important in South America, and it may have existed along an ancient trade route.
The Inca referred to their empire as Tawantinsuyu, [14] "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 culture arose about 900 CE. The Inca ruler Topa Inca Yupanqui led a campaign which conquered the Chimú around 1470 CE. [34] This was just fifty years before the arrival of the Spanish in the region. Consequently, Spanish chroniclers were able to record accounts of Chimú culture from individuals who had lived before the Inca conquest.
In 1912, Leslie Leland Locke published "The Ancient Quipu, A Peruvian Knot Record," American Anthropologist, New Series I4 (1912) 325–332. [29] This was the first work to show how the Inca (Inka) Empire and its predecessor societies used the quipu for mathematical and accounting records in the decimal system.
Learning also promotes the aggregation of knowledge of cultural practices and spirituality. For example, the Mazahua fifth- and sixth-grade students shifted their roles within the class by making a transformation between being a bystander and actually being considerate enough to contribute without being told to do so.
Inca leaders kept records of what each ayllu in the empire produced but did not tax them on their production. They instead used the mita for the support of the empire. The Inca diet consisted primarily of fish and vegetables, supplemented less frequently with the meat of cuyes (guinea pigs) and camelids. In addition, they hunted various animals ...
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