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Graha * Bhava* Gochara


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Rahu-Ketu Main Page

BPHS Rahu Mahadasha

BPL commentary Rahu Mahadasha

  1. Rahu in classroom-1 * passion for vitality
  2. Rahu in classroom-2 * passion for treasuries
  3. Rahu in classroom-3 * passion for communication
  4. Rahu in classroom-4 * passion for property, routine, roots
  5. Rahu in classroom-5 * passion for politics, celebrity, games
  6. Rahu in classroom-6 * passion for conflict, remedies
  7. Rahu in classroom-7 * passion for partnership
  8. Rahu in classroom-8 * passion for secrets
  9. Rahu in classroom-9 * passion for philosophy, preaching
  10. Rahu in classroom-10 * passion for leadership power
  11. Rahu in classroom-11 * passion for prizes, achievements
  12. Rahu in classroom-12 * passion for privacy

Aum ram ravahe namah

Professor Rahu

Raghu * Rakha * Rahuva * Rehula * Chandala * Karumpaambu

resides in

Sukha-daya * Bandhu-sthana

Classroom-4


Caput Draconis

Head of the Dragon * North Node * Anabibazon

occupies

the fourth house

genitor * domus

see also: Rahu in 4th-from-Chandra


RahuKarkata_crashBarrier.png

Professor Rahu becomes Important via matters of protectionism and boundaries, yet He enjoys the Thrill of Mixing across separative fences, limits, barriers

Rahu in classroom-4

Ketu in classroom-10

  • chalakaraka Rahu = Ambition to obtain via whatever it takes

  • Rahu seeks the privileges accorded to important patriots , parents, protectors of the habitual practices, police, land-owner and vehicle operator, school-teacher, and defender of the Folkways

  • chidrakaraka Ketu = Ambivalence toward highest level of governing elite, executive duties, high-visibility social positions, public reputation, and the responsibilities of leadership.

Importance via housing, land ownership, vehicles, properties

social mobility via property-appropriation, boundary defense, sheltering, ethno-centricity, environmentalism, patriotism, protectionism

ambitious trajectories of important local boundaries

Rahu drishti to 8, 10, 12 amplifies the discovery-secretive (8) institutional-governance (10) and sanctuary-isolation (12) attributes.

overleaps conventional boundaries in matters of parenting, patriotism, and property defense

seeks prestige via schooling-socializing, academic diploma, foundational examinations, professional-trade licensing

seeks extraordinary (Rahu) privilege within property-ownership, land-use, environmentalist, schooling, sheltering, parenting, protective, agricultural, transportation, customary, local-culture , roots settlement environments (4)

passion for property, rhythms, routine, roots

special and important in domestic, environmental and foundational-schooling roles

passion for schools, shelters, property, routine, roots

seeks a prestige diploma, license, educational credential

disguised as a protective, parental figure

seeks privilege via providing nourishment, boundaries, continuity, rhythms, protection

urgently ambitious to gain prestige via housing, deeded properties, fencing, boundaries, cultivation of lands, transportation-shells (cars, ships, airplanes etc.)

fascinating breast, chest, stomach

seeks expedient utility of roots * routes * ruts * routines (4)

mesmerizing patriotism, ambitious defense of the land

craves prestige shelters, locations, and means of transport

Professor Rahu-4 may crave watery resorts:

  • ponds, lakes, coastal waterways, estuaries, beaches, bodies of water which may produce nourishment (fish, water-greens) and are bounded by lands


Patriotism * nationalism * defense of the Way of Life * Schooling * Local Transport

Rahu is Excited to gain Importance via the opportunities presented in acts of Boundary Defense such as local and regional policing, military defense of the nation-state and its interests, involvement in the folkways-boundaries discourse on what should-and-should-not (should = ethno-morality) be taught in the foundational schooling, all matters of vehicles and transportation such as management of local streets and traffic. Rahu seeks recognition in the Local sphere and all local activities offer Opportunity to Him.


Chalakaraka Rahu

Rahu's camouflage enables His ambitious desire to be recognized as an important patriot , parent, police, protector, custodian of the habitual practices, land-owner, school-teacher, and defender of the Folkways.

Intense desire to own houses and large tracts of land.

  • Ambitious, irregular, potentially fraudulent parent-figure. Professor Rahu teaching in classroom-4 appears in disguise as the parent, but the children may belong to another.

  • Real-estate and vehicle schemes."bhava-proud".

  • Hungry for privilege conferred by school diploma, deeds of title to lands and shelters. Relishes self-promoting opportunity afforded by defense of the land, policing, boundaries.

  • Insinuates association with the prestige of oceans, defense of the coastal boundaries, marine adventure.

  • Insinuates rootedness in the home-culture yet invites exotics into the home, may bring outsiders into the homeland. Each bhava-shift is self-elevating move up.

chidrakaraka Ketu

  • scatters attachment toward public respect and reputation.

May signal the abandonment of high-visibility, high-responsibility leadership roles. Ambivalence and apathy toward the government protocols, and often trouble from law enforcement due to broken attention or blatant disregard toward the Law and overall weak psychic boundaries .

Scattered Ketu may produce an incoherent , inconsistent performance in leadership roles.

In various ways, When He is teaching in classroom-4, Professor Rahu gains a reputation for upholding the social order (10) and carrying leadership roles (10) is "beheaded" by apathetic chidrakaraka ketu

Strongest effects during Vimshottari Dasha Ketu periods, especially during the swabhukti of Ketu Mahadasha

Ambivalence toward highest level of governing power, executive duties, high-visibility social positions, and the responsibilities of leadership.

"As long as you have certain desires about how it ought to be, you can't see how it is."

~~ Ram Dass

Rahu occupies the property-owning 4th bhava, which suggests an intensive engagement with real-estate, interiors, housing, shelter, foundational schooling (especially the school buildings) vehicles and transportation, and a passion for prestigious cars and homes.

Rahu-4 is often a fervent environmentalist, who finds opportunity in the acts of protection and guarding boundaries.


hungry quest for elite recognition as a legitimate, credible holder of status-rank in the class of beings =

  • Earth Guardians, caretakers, home-owners, property-keepers , watchmen and bouncers, stewards and custodians of the land,

  • environmentalists and real-estate deed-holders, parents and schoolteachers, nurturers, owners of vehicles and shelters, housekeepers, nesters

  • educated, licensed, having passed examinations, belonging here, rooted, bound, homelanders, citizens, folk

  • protectors, mariners, mothers, who live by cycles of the Moon

If candescent Chandra or bandesha-4 = strong, Professor Rahu may take whatever risks are necessary to achieve membership in this class of beings.

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Palazzo Dandolo, Venezi Italia

Professor Rahu's style of teaching in classroom-4 demonstrates the human fascination with styles of shelter and defense of the settlement.

Rahu-4 can often be found in the act of seeking privilege via over-reaching displays of the Shell.

Within environments which serve human functions of security, protection, shelter, schooling, or transportation infrastructure., Rahu-4 can invigorate the fabulous and ambitious instinct to out-do, out-perform, cross barriers, pass established limits.

Rahu-4 tends to be overinvested in homes, buildings, schools, protective shells and shelters, vehicles of transport, polis, policing, borders, defense, ethnicity.


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  • passion for property, shelters, rhythms, routine, roots, foundations
  • display of domestic imagery, environmentalism, homes, cars, boats, farms, schools, pools, emblems of nativity and ethnicity
  • seeks privilege via * important properties * house and home . House-proud, prestige-image in interior decor, real-estate. Importance sought via foundational schooling (hover-parent). Important vehicles such as automobile, boat, aircraft
  • defends properties in a culturally Mixed-and-Mottled style which may breech the established comfortable folkways, ancient customs, and established cultural norms
  • often over-extended in matters of deeds and titles to ownership, patriotism, agriculture

Bhava-4 provides the snake-hole aperture parents, police, and properties through which the ambitious Naga King slithers, slides, and springs upward.

Socially mobile via quickly ascending or ambitious parents. Unusually adventurous, or unstable conditions in the early childhood home; parents unpredictable; disrupted or exotic qualities in the schoolings (foreign tutors); presence of persons from diverse and non-customary backgrounds in the childhood home

Passion for vehicles and properties

  • Superman 1952-2004 tetraplegia Christopher Reeve owned several airplanes, sailplanes, and high-performance cars; as well as luxury dwellings in several locations

Rahu in bhava-4 = a charlatan seeking personal advantage via folkways, local culture including folk religion, * worth-ship * worship of ethnic deities, roots in the land, the folkways, ancient customs, and established cultural norms of a people, parenting, school teaching, family home life, the basis of all existence, grounding, foundations of life.

Rahu in classroom-4 motivates an urge to champion the defense of foundational practices and customary beliefs of the settled people (most commonly, these are the mother's people).

Rahu in classroom-4 = a poseur seeking higher social privileges behind the guise of patriotism, defense of national boundaries, or defense of the habitual "way of life" of a settled people.

Public Figure Examples:


Rahu-Meza


Rahu-Vrizabha * uttama


Rahu-Mithunaya


Rahu-Karkata

  • Esoteric Astrology 1925-2005 Bepin Behari + Chandra

  • basketball champion Michael Jordan - famed for his enormous homes and fleet of remarkable cars + Mangala


Rahu-Singha


Rahu-Kanya * logical argumentation


Rahu-Thula


Rahu-Vrizchika


Rahu-Dhanuzya


Rahu-Makara


Rahu-Kumbha


Rahu-Meena


  • abdicated King of England 1936 Edward-VIII

  • 2nd wife of USA-Sen-Mass 1932-2009 Teddy Kennedy, Victoria Gifford Kennedy

  • USA Attorney Gen-Sen Robert "Bobby" Kennedy + Chandra

  • Ethel Kennedy Skakel+ Shani

Rahu in Bhava 4

In all things Rahu, even the most fantastic upward trajectory tends to end with a sudden ejection from the artificially high, exotically obtained elite level of privilege.

Think of Pretender Professor Rahu 's beheading and fall from the world of the deities. When the period of false entitlement is over, it's over big.

Rahu is however never fully defeated and His ambition never withers . He may fail once or a hundred times -- but at the next Rahu bhukti, He will try again.


Parenting, property ownership, ancestral lands

Conditions of parenting and property ownership are often unusual, exotic, ambitious, and overleap conventional boundaries. One may serve as a substitute or surrogate parent while posing as the authentic parent. Often a great desire to parent, but the circumstances of the parent role are unconventional or pretentious, surrounded by a smoky aura of not-quite-legitimately entitled to make the claims that the Rahu-4 parent is asserting. Rahu-4 does not affect the conventionality of the children (that would be Rahu-5) rather it affects the social credentials of the parent.

For example, perhaps the mother's lover who hase Rahu-4 presumes to act in the role of the father of her children, or perhaps the mother is really a stepmother yet pretends to be the bio-mother, or perhaps the person is not really a parent but rather a schoolteacher or other protector who does a typical Rahu over-reaching and pretends to have parental authority. There are many possible iterations of the ambitious, gain-intending, alternative-patternings of Rahu-4 parenting.

With property ownership, boundaries, and defense of the land, Rahu-4 may be a passionate but irregular defender of a parcel of land or an entire nation. Rahu-4 may be found, upon inquiry, to lack legitimate claim to own, protect, defend, the land about which Rahu boasts so vehemently. Here may be found a mercenary warrior defending the entitlements of a foreign monarch, or a false claimant to properties using a ruse such as ancestral rights which lack authenticity.

Irregular settlements.

Seeks privilege via upward social class-mobility via real-estate, construction of buildings, establishment of schools and ancient ethnic teachings, vehicles of land and sea.

  • Professor Rahu teaching in classroom-4 often finds His preferred launching-platform in property and vehicle entitlements.
  • May appropriate the properties of others, claiming entitlement to fence and develop the irregularly settled land.

  • Devious, slithering, law-avoiding practices and misrepresentation of credentials in the world of "deeds and titles".

  • Professor Rahu teaching in classroom-4 may be an agent of excitement on topics of property ownership and Defense and Protection of the Old Ways in matters of homeland, house, vehicles, school, and farm.

  • Super Brain 1946- Dr. Deepak Chopra exponent of 3000 year old tradition of Ayur-veda life knowings

Irregular behaviors related to Lands and Houses

Squatters.

  • Risk-loving Rahu can inhabit (4) the land owned by others (government land, religious land, tribal land, etc.) He can build a home, start a farm, or business on that land, then claims homesteader rights.

Real-estate Speculators.

  • Professor Rahu teaching in classroom-4 would offer a course entitled How to Make a Million in Real Estate - Overnight. Professor Rahu teaching in classroom-4 finds self-elevating opportunity in real-estate and vehicle ownership schemes such as "foreclosed" properties; "flipping"; "liar loans " (falsification of qualifying income to achieve a larger loan).

  • Professor Rahu teaching in classroom-4 craves houses, warehouses, commercial buildings, school buildings, construction development, trucks, cars, trailers, caravans, boats large and small.

  • Typically the vehicles and landed properties of Professor Rahu teaching in classroom-4 appear to be a considerable stretch past the native's actual social-financial position.

  • Professor Rahu teaching in classroom-4's self-elevating methods may involve bank fraud, wire fraud and mail fraud. Nevertheless Rogue Rahu is a master of fraud and the native is rarely prosecuted.

Rahu-style home and vehicles

Nowhere is Thorstein Veblen's concept of conspicuous consumption more evident than in the entitled holdings of Rahu in classroom-4.

Since Rahu's class-mobility aspirations are focused upon the lands, vehicles, and home, Professor Rahu teaching in classroom-4 may transport, locate and decorate in a conspicuously "showcase" style.

  • Regardless of how outsiders might evaluate the place, Professor Rahu teaching in classroom-4's location is perceived by the native as "exclusive". Furnishings are "classy" and vehicles should connote membership in the Leisure Class. The ambitions of Professor Rahu teaching in classroom-4 would be as obvious in ancient Rome or the old Sarasvati culture as in modern cities.


A Tale of Two Professor Rahu teaching in classroom-4

I remember being invited into the working-class suburban American home of two salary-workers. The living room (salon, parlor) was stuffed with imitation "Louis- XV" furniture. Two sparkling new cars and a pricey sport-fishing boat consumed the smooth new concrete driveway.

The couple expressed pride in having built a brand-new home in this "quality" suburb of a rust-belt industrial city. They explained happily that by illegal conspiracy of the land-selling agents, racially "inferior" persons were not allowed to buy homes in this exclusive area.

I asked these folks how all of this high-status accouterment was funded. (4 = foundations, funding.) They explained that rather than pay property taxes to the municipality (4) they instead paid a bribe to a corrupt local official. They were proud of this clever (Rahu) strategy and smiled knowingly saying "that's how it works in this neck of the woods". In addition, even though the wife's three children did not share their home and were not financially supported by the Conspicuous Couple, they claimed her three kids as dependents for a major tax credit. Last year, the tax refund had financed their new boat.

From a Jyotisha perspective, this American Midwest couple provide a splendid example of Rahu's quest for social mobility and privilege via legal loopholes and "dark systems". Fraudulent parenting, pretentious home furnishings, showcase vehicles, and illicitly exclusive properties. It turns out that BOTH partners had empowered Rahu in bhava-4!


Arrhythmic parenting.

Ambitious desire to be socially recognized for the exceptional qualities of one's parental status.

  • Professor Rahu teaching in classroom-4 may claim entitlement rights toward parental figures or ancestry"roots " which are not precisely one's own.

  • Expedient claims toward tribal affiliation, including fraudulent ancestral entitlement to lands.

  • Devious practice and misrepresentation of credentials in the world of parental status.

Irregular Professor Rahu teaching in classroom-4 may falsely claim to be the legal parent regarding child(ren) that belong to others. Anti-Shani lawless Professor Rahu teaching in classroom-4 may deceptively mask one's legal parenting status quite convincingly, so that others come to believe that the native is the 'natural' parent (4) or the primary legally responsible (Shani) parent.


Devious devising Rahu may self-promote via misrepresentation of credentials in the world of educational certification, diploma, license.

Also Professor Rahu teaching in classroom-4 may claim to be a primary teacher."I taught him everything he knows." Typically, the purported student has learned from many teachers, but the source with Professor Rahu teaching in classroom-4 over-represents their significance.

It can also be that Professor Rahu teaching in classroom-4 acquires educational credentials in an exotic land; while the diploma(s) are legitimate in their original context, their content is misrepresented (typically inflated) in the homeland.

Exaggerated representation of education obtained outside the homeland:


Expedient patriotism.

Ambition to be socially recognized for intensity of His desire to defend and protect the homeland. Yet, irregular or exotic in nationalistic behaviors.

  • UK-Prince Consort 1921- Philip Mountbatten was born as a prince of Denmark and Greece, educated in France and Germany, then joined the British Navy to defend Britain during the Second World War. Three of his brothers-in-law however fought for Germany, including two with Nazi ties. The British people were naturally a bit leery of Philip's claim to British citizenship.

Professor Rahu teaching in classroom-4 seeks entitlement via His apparent passion for cultivating the Old Ways , while also subverting the stability of the settlement.


Elevation through rhythmic, habitual foundations

Rahu in Bhava-4 = privilege gained via land ownership, vehicles, schooling, and ancient customs of a settled people.

Often a dramatic rise from the station of birth via extraordinary or exotic patriotism, ancestral properties, or cultural protectionism

  • Unusual circumstances regarding the mother, house, lands, or vehicles


Quest for higher recognition via

  • parenting, school-teaching, vehicles, shelters, landed properties, patriotic defense of the Old Ways.

Desire-driven strong property-owning instincts aimed toward self-elevation through risk in areas of real-estate, vehicles, schooling, and marine or coastal affairs. However, the full scope of effects depends upon which graha occupy bhava 8, 10, and 12.


Rahu the Naga demi-god is an ambitious trickster.

Rahu has not yet completed the necessary austerities (Shani) and thus Rahu has not yet earned the rank of True Deity.

  • Nevertheless, Rahu craves Deity-level privilege.

To Rahu the Deceiver's advantage, sattva (quiet purity) and tamas (lethargic toxicity) often appear identical on the outside surface.

Rahu tried to slither into the assembly of the true deities by mimicking their appearance, but His poseur fraud was detected by Shri Vishnu (Surya) and Rahu was thrown out!

Thus Rahu = a demonic influence = rakshasa = outcast or lower cast = dark, oily, smoky, moves quickly, not established, not legitimate.

  • quickly ascending, unusual, or unstable conditions in the early childhood home; parents unpredictable; disrupted or foreign education


Rahu the Disrupter = an unwelcome guest in the house of stabilizing Chandra

Rahu is considered to provide reasonably good or effective social-material results in domains 3, 6, 10, and 11. These are the natural bhava of Budha and Shani; their portfolios include commerce, medicine, government laws, and economic laws.

By contrast, Rahu the Quick Uncoiler who springs forward suddenly at opportune moments = a bitter enemy of Chandra Moon the natural regulator of predictable, safe, customary folkways = Bandhu"bindings " bhava.

  • Rahu the"Chandala" (outcast) = causes the fearfully unstable lunar eclipse.

  • Rahu in 4 = "feels unsafe".

  • Rahu + early childhood home (4) = parents, shelter = unstable, unpredictable, disrupted.


Rahu in bhava-4 = craves privileged ownership of landed properties, shelters, or vehicles, or a prestigious academic diploma.

Rahu wants = and will obtain, by hook or by crook = to have or appear to have deep roots within the folk traditions of one's ethnic people.

  • Professor Rahu in bhava-4 desires to be recognized as a patriot (4).

  • But indeed Rahu's influence upon the settlement , upon the people and their land = disruptive and challenging to the established (Chandra) traditions.

  • It is possible that Rahu can receive a spiritualizing drishti from the dharmesha-9 or from Professor Guru and thus Professor Rahu teaching in classroom-4 's disruptive or even fraudulent qualities may ultimately challenge the ethnic folkways, ancient customs, and established cultural norms to break free of outdated limitations.

However normally Professor Rahu teaching in classroom-4 is seen as a bit of a poseur and questions of disloyalty to the culture and the nation are likely to arise.

  • abdicated King of England 1936 Edward-VIII = widely suspected of being a Nazi sympathizer

  • POTUS-35 Profiles in Courage 1917-1963 JFKennedy = suspected alternately of taking orders from the Vatican or from Moscow

  • Wikileaks 1971- Julian Assange * suspected of destabilizing malice

  • Nepal-King 1945-2001 Birendra Bir Bikram Shah + Shani * suspected of taking orders from India (disloyal to sovereign Nepal)


Ketu in 10

  • Naturally, if Rahu occupies 4 then Ketu will reside in 10.

  • Professor Professor Rahu teaching in classroom-4 is too much of an outsider in one's own settlement (mingling with strangers, foreign education etc.) to gain the full trust of the"base" classes

  • Ketu in 10 = never quite embraces leadership, governance, and the rule of law.


The instructions of Professor Rahu produce a hunger for profound belongingness and recognition of one's entitlement to Place via ownership, stewardship, or other folk association with the manner of livelihood and environmental spirits of a place.

Desire to obtain the privilege of owning an Estate: house or lands;

In malefic cases = misguided or fraudulent education; illicit exams; falsely obtained property rights.

In beneficial cases, where Rahu receives drishti of a powerful benefic, may expand the desire to broadly compassionate scope: protect, shelter, and educate the Folk. Rahu in 4 under best circumstances can become a sort of super-parent who affords protection to the weakest and most vulnerable people in the Place.

  • Nepal-King 1945-2001 Birendra Bir Bikram Shah = protector of local peoples, provider of schooling, housing, and defender of traditional land-based livelihoods

Ambitious desire to be recognized as a patriot, guardian of the customary ways , property owner, parent or schoolteacher, a shelter and protector in stormy times.

Via Rahu's characteristic over-promotion, Professor Rahu teaching in classroom-4 often gets into illegitimate property claims that are"over their head".

Uses the childhood home and ethnic folkways, ancient customs, and established cultural norms as a platform from which to launch the Great Leap, but does not remain consistent with the parental values. Passion to become a better, higher, different property owner, caretaker, educator and parent.

Great Leap Forward via Cultural Roots: Customary Patterns of Behavior, Parents, Patriotic Defense

  • = a disruptive, exciting, leap into higher privilege in the areas of patriotism, security of personal and ethnic roots, defense of homeland foundations and sheltering one's family

Rahu's Great Leap Forward in bhava-4creates a sudden advance to a higher level of social privilege via a shape-shifting change in property ownership, patriotic allegiance, schooling, licenses and examinations, vehicles, and matters regarding The parents and childhood home. . During the mahadasha of Rahu and bhukti periods of Rahu, Professor Rahu in bhava-4 may "re-invent" the one's ethnic and cultural foundations to better match the customs of a "higher" social echelon.

  • King of Nepal 1972-2001 Birendra Bir Bikram Shah enjoyed his Rahu Mahadasha during his age 2-20. The foundations of young Birendra's life were laid in a somewhat exotic fashion, with his traditional Hindu schooling mixed into a British colonial education within the palace and finally he was sent to UK for boarding school.


The Chosen

Professor Rahu in bhava-4 wishes to feel specially"chosen"for a privileged role: permission to join elite educators, land-owners and patriots.


"Desire for Disruption of the Foundations "

"Leapfrog" over the conventional path to privilege via one's cultural foundations , owned property or vehicles, particularly via education in"roots " of a place and ethnic folkways, ancient customs, and established cultural norms

Desire to challenge conventional boundaries of social security and cultural indoctrination

Desire to Possess cultural roots through special entitlements

Unusual conditions in schools, vehicles, lands and titled properties

exotic and unconventional expression of patriotism; may hold multiple citizenship

Professor Rahu teaching in classroom-4 may appropriate the mother, home, property, vehicle, license, deeds of title, folkways, ancient customs, and established cultural norms, or schooling of another

Professor Rahu in bhava-4 can"leapfrog" to higher ethnic belongingness status in patriotic, protective, and property-owning realms, often by forming an exotic relationship with a mother-figure.

"spring forward" to a higher social station on the third lifepartnership

Professor Rahu teaching in classroom-4 = Karaka for an ambitious mother and an international education;

karaka for ancestral properties inherited from parents wherein the spirits of the ancestors are still very much possessing the lands and buildings; ghosts in the home


Rahu the Rakshasa feeds upon chaotic and manipulative circumstances within the world of parents, home and homeland, shelter and schooling.

Rahu the Intruder disrupts the national boundaries, causing Professor Rahu teaching in classroom-4 to internationalize however uncomfortable that feels. Professor Rahu in bhava-4 must make one's home amongst foreigners, mixing the habits of one's upbringing with strange new habits and folkways, ancient customs, and established cultural norms. Exotic people enter the home.

Rahu disrupts customary habits of parenting, upsets the schedule of settled family life, and makes Professor Rahu in bhava-4 privy to disturbing and possibly dangerous threats to national security.

Rahu_fire-lake.jpg

Rahu Risk-taking as a response to conflict

Professor Rahu teaching in classroom-4 = 6th-from = bhava-11 = Professor Rahu teaching in classroom-4 might feel compelled toward illicit behaviors by a conflict with material goals, friends, the maternal uncle's wife, or the father's relatives

Ambition to achieve entitlements via owned properties, licenses, vehicles, marine and coastal lifestyles, common folk, Old Ways, patriotism, ethnic and ancient hold bandhaupon the land

Rahu provides an extreme desire to possess the power to secure ownership of lands, buildings, shelters, deeded properties, vehicles, along with the urge to satisfy that desire at nearly any cost.

Rahu will break taboos which normally would prevent:

extension of cultural legitimacy via schooling to underclass -- exempli gratia, impoverished, enslaved.

extension of cultural legitimacy to foreigners, outcast or taboo

  • abdicated King of England 1936 Edward-VIII, divorced American wife

A nationally important person in a conservative society obtaining foreign education

granting educational legitimacy to exotic types of schooling and licensing

challenges "roots " culture while retaining privileges

  • abdicated King of England 1936 Edward-VIII

Much volatility of matters regarding national affiliation and ethnic identity.

  • Accusations of illegitimacy in the folk roots which arise from Professor Rahu teaching in classroom-4 's association with foreigners (Rahu) upon the home turf (perhaps a steady stream of international guests in the home).

  • Professor Rahu in bhava-4 may be seen as a turncoat .

  • Or, Professor Rahu teaching in classroom-4 has gProfessor Rahu in bhava-4 abroad for"fundamentals " education-4 - which further implicates Professor Rahu teaching in classroom-4 as not fully invested in the folk ways of bhava-4.

  • Nepal-King 1945-2001 Birendra Bir Bikram Shah

The homeland is tumultuous and there are pretenders to the throne. Rahu in bhava-4 causes Professor Rahu in bhava-4 to leave one's homeland in search of excitement, but also to be involved intrigue and subversive activities which upset the established order in one's own homeland.

  • Nepal-King 1945-2001 Birendra Bir Bikram Shah endured ten years of ongoing civil unrest and calls for king-free revolution in his homeland before he was murdered in his own kitchen. Most observers believe he was murdered by agency of his brother who was a pretender to the throne.

Rahu favors the use of deception and His style usually involves sneaking into forbidden places under culturally false pretenses.

  • Das Kapital 1818-1883 economics Karl Marx came from a family of literate property owners and was an established householder with top academic credentials. Yet he felt called to represent the outcaste and disenfranchised, in order to and to challenge the customary limits upon which social classes can own property.

  • Infrastructure of cities, towns, villages, settlements

    roads, railroads, airports

    utility lines, water pipes, energy provisioning for households

    housing, warehousing, shelters, ports

    Foundations - physical and cultural

    Shelters and vehicles

  • Property ownership

  • Property in foreign lands

  • Leaving the homeland or consorting with foreigners in the home

  • Schooling, folkways education

  • Outsiders in the childhood home

  • erratic or exotic parenting

As the great taboo-breaker, Rahu destroys customary entitlement accountability and introduces unorthodox behaviors in the parents;

in the childhood home;

in property ownership , and in folkways education.

  • Rahudisrupts the customary methods of defining property and imposing cultural indoctrination.

Associated with Land Reform movements and with patriotic cultural revolutions,"the loyal opposition". Professor Rahu teaching in classroom-4 uses one's education toward taboo-challenging purposes.

Outsiders who are present in the childhood home create a peculiar and unstable or highly diverse upbringing, in which the natural repetition o familiar habits and customs is disrupted (e.g., foreign education) and child is not entirely secure.

The parents might abandon their own cultural roots -- exempli gratia, the parents might change their religious affiliation so that the childhood home has a different culture than other homes in the extended family network, or perhaps the parents adopt a new ethnicity, nationality, or set of folkways, ancient customs, and established cultural norms.

Professor Rahu in bhava-4 may be perceived by others as a foreigner or somehow not quite properly or regularly culturally aligned. There may be a presence of foreign tradesmen, tutors, or dignitaries Or other exotic cultural influences in the childhood home.

Professor Rahu teaching in classroom-4 may receive indoctrination amongst the underclasses or in an exotic, ritually proscribedland.

  • In any case there is some Unusual element in one's basic socialization and folkways education.

  • Professor Rahu in bhava-4 may overtly or covertly reject the conventional educational process of one's people, preferring to carve a taboo-challenging path toward one's own cultural identity. (e.g., international boarding school or foreign tutors or learning with a shaman rather than a parent-replicator schoolteacher).

Excellent placement for a boundary-challenging multi-cultural educator .

Good for owning property in foreign lands. Can accumulate a massive amount of property if Rahu's ruler is powerful

but Professor Rahu in bhava-4 does not directly own it.

Often drives a foreign car :)

May employ surreptitious or unconventional devices to obtain credibility in extremes in the world of real estate and education. Sudden changes of property ownership; damage to properties by natural catastrophe during Rahu periods.

Family lineage is complex and perhaps exaggerated. Irregularities in the transmission of the mother's culture. May fabricate an exciting story of one's roots in a foreign land.

Restless Dissatisfaction with the Home, Homeland, Parents, the Root Culture, and Schooling

Rahu in 4 provides a source of chronic dissatisfaction with the limitations and constraints of the root culture.

Professor Rahu teaching in classroom-4 is usually not an obedient student; may suffer lack of concentration, learning style conflict or disability from hyperactivity, ADD/ADHD or similar.

Professor Rahu teaching in classroom-4 moves from Professor Rahu in bhava-4 school to the next, from Professor Rahu in bhava-4 country to the next.

Supportive placement for an international schoolteachers.

At least Professor Rahu in bhava-4 of the parents is an unusual, risk-enjoying person.

Conditions in the family home are forever unsettled.

The Naga King's ambition may strike during a vehicular event:

Academy + temple = 6/12 = difficulties

  • Damned if you do; damned if you don't."

  • When Rahu = 4, naturally Ketu = 10.

bhava-9 = faith invested in doctrine (political, religious, scientific)+ university discorse upon matters of principle and theory. Rahu-9 = enters a shad-ashtakya 6/8 relative angle which can produce a feeling of entrapment within one's own paradigm of belief

  • the notoriously difficult 6th-from-Rahu = an attempt at quick self-elevation during which Professor Rahu in bhava-4 becomes the victim of fraud or tricky deceit by adversarial others in the academy or the temple

  • the notoriously difficult 12th-from-Ketu = an attempt to withdraw from involvements during which Professor Rahu in bhava-4 is prevented from clean cut separation because 12th-from-Ketu frustratingly 'dissolves the detachment' and re-invigorates the scholarship.

  • This sort of professorial or priestly role is adversarial and unsatisfying to the point of impoverishment or physical illness, yet psychically (Ketu) it is quite hard to get out of The intellectual commitment .

Smoky, oily qualities

in the childhood home and one's regular place, such as coal-burning stoves or living in a neighborhood which suffers heavy industrial pollution (, most large cities).

  • homeland may suffer from thick, oily air pollution

  • coastal waters, lakes, or rivers of the homeland may suffer oily pollution - Rahu causes water to catch on fire e.g. profoundly polluted burning rivers

Childhood home may be near natural or industrial sources of oil.

Rahu_oilexplosionIll.jpg

Oil tanker explosion USA trainwreck late winter 2015

Outcome depends on Rahu's ruler . In general, In general, Rahu's transit via bhava-4 brings a disruptive but also fascinating influence into the childhood home and the schoolrooms, upon the parents and caretakers, and into the activities associated with land, shelters, and vehicles.

Frequently Professor Rahu teaching in classroom-4 = karaka for quick-social mobility , leap-to-privilege exotic or taboo-breaking activities in the home-land or basis of life such as matters of farming, shipping, properties, or educational infrastructure.


Rahu in 4 is tempted into speculative real-estate markets. Professor Rahu teaching in classroom-4 may be mesmerized by the possibility to a quick leap to the top of the social hierarchy (or ability to obtain a level of privilege not yet earned) via real-estate "flip" techniques or other neighborhood-disrupting speculative buy-sell of family homes.

The early education is influenced by foreign cultural attributes, and this unconventional mix of traditional academic form (bhava-4) with the exotic international content (Rahu) is supported overtly or covertly by an adventurous-minded mother. Native typically enjoys a good quality education so long as Rahu's ruler is gracious.

The mother may have unsavory attributes if Rahu's ruler bring the unsavory, or the family home may be full of fascinating foreign dignitaries and exotic foods, if Rahu's ruler brings refined foreign pleasures.


Professor Rahu is always promoting a distorted agenda, even when His contribution makes life more vigorous, interesting, and colorful than would conventionally be allowed. The home shelter (4) becomes a site for sudden changes, always fascinating and sometimes catastrophic. The nature of the disruption may be known via Rahu's ruler. When Rahu's ruler is a highly impressionable graha like Chandra or Budha, the character of the ruler will be causative also.


As hereditary monarch, Nepal-King 1945-2001 Birendra Bir Bikram Shah was raised in a household full of foreign dignitaries. Despite the exclusive habits of his religiously conservative and physically isolated country, his education occurred abroad. King Birendra's schooling exposed the monarch to many foreign concepts and viewpoints.

Unfortunately, Rahu's ruler is the maraka yuvatipathi-7 Budha. At the onset of Budha Mahadasha, the King was murdered at his own dinner table (4), in the center of home and hearth (4), by a blood relative.

Budha's lord is the miserably nichha-Kuja-yuti-Shani /Karka in putra bhava. Evidence suggests that Birendra was murdered not only in the hearth of his own home (Rahu/bhava-4) but also by the hand of his own son.

Animosity and Conflict via Rahu-resides-4 = 6th-from = bhava-9 = During Rahu bhukti if rogesha-6 from Rahu is strong, Professor Rahu in bhava-4 may be forced into servitude, conflict, sickness, or crime by preachers, priests, professors, guru-figures, academic scholarship and religious convictions; by hostility of the father; also via sanctimonious or self-righteous 3rd marriage-partner
Rahu in 4th from Chandra * see 4th-from-Chandra
RahuRishabha_LalithaMahal_Mysore.JPG

Lalitha Mahal in Mysore, India

Rahu mahadasha 18 years Hungry desire to be recognized as a property owner, parent or schoolteacher, although Professor Rahu in bhava-4 has not yet earned the entitlement to shelter others. Via Rahu's characteristic ambition for recognition, Professor Rahu in bhava-4 may become involved in irregular property claims that may expose the fraudulence of unpreparedness when Professor Rahu in bhava-4 gets in"over one's head".

The most salient effects of Rahu in bhava-4 * passion for property, routine, roots occur during Rahu mahadasha. Maximum outcome during swabhukti of Rahu-Rahu and also during the bhukti of Rahu's rashi-pathi.

Also strong results of Professor Rahu teaching in classroom-4 should be expected during each of the nine bhukti periods of Rahu which occur within the 120 year Vimshottari Dasha.

  • During any Rahu bhukti, expectations must be adapted to the angle between the Mahadasha-pati and Rahu.

Professor Rahu teaching in classroom-4 generates urgent ambition to obtain greater social-material privileges via display of homes and landed properties; vehicles of land or sea; license examination or diploma; or caretaking, parenting policing entitlements.

The methods of expedient self-elevation for Professor Rahu teaching in classroom-4 include"appropriation" of the instruments of bhava-4 such as promotion to higher property-ownership rank, patriotic distinction, sheltering and custodial roles, transport vehicles of all kinds, parent-figure behavior, or involvement with maintenance of the Old Ways such as schoolteaching and parochial religious congregation.

Although Professor Rahu teaching in classroom-4 has not yet *earned* the higher entitlements which are normally accorded to property owners, parents, patriots, protectors, and parochial guardians of the local folkways, ancient customs, and established cultural norms, Professor Rahu teaching in classroom-4 is motivated by a hungry desire to grasp these entitlements in a"fast-track" fashion. His obsession is boundless.

  • Typically during the first portion of the Rahu period, Rahu will succeed in rising above the privilege accorded to His station of birth - sometimes dramatically so.
  • However toward the end of the Rahu period, just at the moment when He would appear to have achieved His goal, Rahu typically suffers a sudden fall from the improperly appropriated entitlements.
  • A more normal course of karma in the nativity is then recovered.

During Rahu periods, Professor Rahu teaching in classroom-4's upward trajectory may involve fraudulent or irregular parenting, schooling, caretaking, sheltering, or property-vehicle behaviors that are"over one's head".

Final results depend on the disposition of the ruler of Rahu's rashi.

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