BPHS Shani Mahadasha
Om Sham Shanaishcharaye Namah
Sauri * Sauron * Shanicarya * Saniswaraya
Mantra-daya * Vidya-bhava * Putra-sthana
Shani in 5th navamsha
Shani in 5th-from-Chandra
Saturan * Kaivan
Sauran * Shamash * Kronos * Kevan * Khima * Anu * Ninurta * El * Eli
"The Old Sun"
the fifth house
nati * intellegentia * ludum
Old drama. Sigh.
must hold the center of attention * yet it is not permitted to be special or unique
Professor Shani teaching in classroom-5 Tightly Ordered Creativity * Villandry Jardins
By sybarite48 [CC-BY-2.0 (http://creativecommons.org/licenses/by/2.0)], via Wikimedia Commons
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rigidly structured lawful creativity
obligation to perform ceremonial duties
karmic conformity restricts individual genius
duroshya-karaka imposes constant disciplined practice in matters of romance, children, celebrity, royalty, theatre, politics, literary art, performance art, and creative genius
difficult political decisions; drudgery;
hard-hearted, rigid heart, heart-health concerns, cardiac seizure
fear of childlessness and boredom
Professor Shani's classroom in bhava-5 features the experience of matching the fear of the king, the drama, fear of romance, fear of the children , fear of heartbeat, fear of confidence, fear of The mother's family (2nd-from-4th), fear of The father's father (9th-from-9th). Shani's instruction = "stop matching that which is not lawful to you" (stop matching the fears of others) and proceed with care.
Shani's instruction = "stop matching that which is not lawful to you" (stop matching the fears of others) and proceed with care.
Better results when Shani = uchcha, swakshetra, or in a rashi of Zukra
Resistance to Romance , entertainment and amusement
Resistance to change in expressions of individuality and personal will
Benefits from Shani: comfortable results from Maturity, Discipline, Practice
Impact of Parashari drishti
Conforming to the lowest common denominator
"Yet when I hoped for good, evil came; when I looked for light, then came darkness."
The Book of Job * Iyov : 30:26
Buddhism with an Attitude: The Tibetan Seven-Point Mind Training
by B. Alan Wallace,
"Accumulating merit" can be approached from a psychological perspective that lends itself to experiential verification or from a spiritual dimension that requires some faith."Merit" can be understood as "spiritual power" that manifests in day-to-day experience. When merit, or spiritual power, is strong, there is little resistance to practicing Dharma and practice itself is empowered.
How do you accumulate merit?
Attachment or sensual craving can get you in a lot of trouble, but it doesn't have the debilitating impact upon spiritual practice that anger does.
Remember the warrior metaphor--standing at the gateway of the mind, vigilant, spear ready.
The spear is for mental afflictions, especially anger.
Nip anger in the bud."
"The light of the body is the eye:
therefore when thine eye is single, thy whole body also is full of light;
but when thine eye is evil, thy body also is full of darkness.
Take heed therefore that the light which is in thee be not darkness."
Gospel of Luke, 11:34-35
|Shani narrative in bhava- 5|| Agents of vidyasthana enact a fearful, life-threatening (Shani) script of punishment and restriction. |
Agents of bhava-5 = the children, the romantic lovers, poets, entertainers, celebrities, dramatists, politicians, creative genii, literati, royalty, artistic performers, the intelligensia, speculators, gamesmen, charismatic and charming personalities. The bhava-5 agents say:
You follow the rules, or else we (the children, the lovers, the artists) will eject you from the center stage of our attention, and freeze your access to our entertainments,brilliance in games, and romantic delights. Professor Shani teaching in classroom-5 narrative of the threat of childlessness and boredom is further embroidered with contributing voices from Shani's rashi, incoming drishti to bhava-5, Shani's angle from Chandra, Shani's placement in navamsha, planetary tenants in those bhava ruled by Shani, etc.
|Parashari drishti|| |
Parashari drishti to domains: 7, 11, and 2.
Better if Shani occupies a rashi of Shani, Zukra, or Budha. Better with any type of support from Zukra
Professor Shani teaching in classroom-5 the Taskmaster functions best in Makara, Kumbha, and Thula, where He provides regulated politics and mannerly children
|Public Figures |
Shani-Vrizabha * politics of music, speech, face, and values
Shani-Mithunaya * politics of information, conversation, messaging, advertising
Shani-Karkata * politics of patriotism, defense of the land, the Old Ways
Shani-Simha * politics of creativity and entertainment
Shani-Kanya * politics of ministries of service, or of slavery and servitude
Shani in Vrizchika * politics of terror and healing
Shani-Dhanuzya* ritualism * politics of humanism and sacred doctrine
Shani-Makara swakshetra discipline, lawfulness * politics of government bureaucracies
Shani-Meena * politics of private space
Shani in Vidya bhava-5 = Karma of Fame
Shani is deeply uncomfortable in the swabhava of Professor Surya. Here is seen the necessity (Shani) to maintain the social order under pressure (Shani) of diva-type, radiant, political and creative personalities. Often one has chosen to deal systematically (Shani) with governing agencies and leaders (Shani) in the realms of gaming, creative arts, performance arts, children, romance, politics, drama, fashion, speculative finance, and other radiantly self-focused fields of endeavor.
The phrase "herding cats" is apt for describing this task, since bhava-5 is the homebase of Panthera, Leo, Felix, the cat-realm. It is often a thankless task and often signifies the birth of children who generate a special emphasis of responsibility, duty, and austerity.
As always, much depends upon Shani's rashi, ruler, incoming drishti, location relative to Chandra-lagna, and disposition within the navamsha-varga.
Many famous performers in the creative arts are working through their Shani-karma via disciplined, seemingly relentless effort to perfect the performance.
Karma of celebrity, creativity, children, politics, royalty, entitlement, genius, romance, entertainment, amusement, gambling, games, speculation.
Planned misalignments requiring realignment attention , Restrictions, Social Criticism via Politics
Acceptance of Social Responsibility
Shani casts a strict and sober cloud of lawful conformity upon the normally bright light (Surya) of individual genius.
Professor Shani teaching in classroom-5 will be obliged to rehearse, repeat, and refine the formal structures that frame expression of creative genius.
Delays in the production of children, and much responsibility through them. Shani in 5 casting drishti upon 9 = Limited permission for amusement (5) and travel-adventure (9) which have limited social purpose but are purely expressions of the brilliantly curious Self.
Politicians with Professor Shani teaching in classroom-5 may be oppressed and constrained by corporate or institutional interests
Performing artists with Professor Shani teaching in classroom-5 are almost constantly engaged in rehearsal
Professor Shani teaching in classroom-5 may suffer the consequences of excessive formalism or perfectionism resulting in exhaustion from overwork in an expression of human genius that is, for most other people, an expression of individual brilliance and delight.
Performance anxiety. Creativity-celebrity perfectionism of Professor Shani teaching in classroom-5
Effort due to Lack of political, dramatic or creative credibility (anti-Surya)
Professor Shani teaching in classroom-5 represents resistance to change which necessitates the effort that is required to achieve a consistent and credible role as a creative, unique, radiant personality. Materialism and the obligation to impose discipline may darken the flame of divine intelligence.
If Shani rules a kendra or 11, [lagna = Mesha, Vrishabha, Karkata, Simha, Thula, Vrischika, Makara, Kumbha, Meena] the burden may be highly professionalized yet socially isolating.
In childhood, Shani in 5 may impose strict expectations of social conformity upon the self-promoting intelligence of the immature personality.
To the growing child it seems to be in one's pragmatic self-interest to display (5) qualities of non-centrality, lawfulness, conformity, and conventionality in the expression of personal intelligence and charm. Only the most highly structured and supervised forms of creative play are allowed. Romance is acceptable only as a brief and innocent precursor to marriage, and romantic love that damages the sober public reputation may be punished by social censure.
Shani-Meza : punished by brutal force.
Professor Shani teaching in classroom-5 must accept responsibility in place of romance; diligence in place of drama; and sobriety in place of self-expression. Children become the justification for marriage, and social responsibility is the ultimate justification for children. Unless Surya is very bright and auspicious, there may be very little pure delight in this life.
As a result, the adult is typically a" plain person" who eschews the glamour and the trappings of celebrity. (Adjust if other graha in 5.) The adult may seem to lack natural charisma almost entirely, unless Rahu or Surya influences mantrasthana. Little interest in getting praise for creative efforts, and may experience one's own progeny as mainly a social responsibility rather than a joy.
Nevertheless if Surya or the vidyapathi-5 is well placed, one may function as a key ordering-structuring personality in political campaigns, entertainment productions, speculative or creative projects wherein lawful Professor Shani teaching in classroom-5 can play the role of regulator, restrictor, legal watchdog, or senior official.
Professor Shani teaching in classroom-5 does not prevent getting rich. Shani and Zukra are the very closest of friends. Any influence between them will generate wealth, artistic talent, and social grace. However with duteous Shani in divinely intelligence and authentically joyful 5, regardless of the external luxury, there is little real joy in life.
Professor Shani teaching in classroom-5 can indicate distinctive mental health issues related to the interior ego-image. Professor Shani teaching in classroom-5 may hold an imaginatively embroidered self-concept (12). One envisions oneself as a person who is viewed by the public as having a special, subtle charisma.
Obligation to Regulate Creative Performance and Centralize Governing Authority
One experiences a powerful sense of duty to order and regulate the functions of theatrical performance, political empowerment, and central, regal iconic personality roles such as
stage-actor, product-brand representative
Stamina, Endurance, Delay
Professor Shani teaching in classroom-5 is possessed of stamina and endurance in matters of bureaucratic political process, showing a remarkable capacity to endure long meetings with creative directors or fellow performers (5); endless conferences with attorneys and advisers (7), and drawn out legal proceedings (7, 9) including decisions made in family council (2).
Due to Shani's drishti upon 7 (law courts) resolution of lawsuits is inherently delayed (not denied). Delays in global travel combined with resistance to religious education (9) plus delayed accumulation of stored values (cintamani * mani * money , food, knowledge) = 2.
Remarkable persistence through political difficulties. The above assessment must be altered if there are significant graha in Simha, which would increase the self-centeredness and enhance one's entitlement to fun and adventure.
Personal change = resistance
Wherever Shani goes He is essentially reactive not proactive.
Typically Shani's rashi will indicate the area of life toward which Professor Shani teaching in classroom-5 is full of social duty but resistant to the suggestion that one may accept a deeper personal responsibility for regulating one's own thoughts and emotions.
One reacts with dignified stasis to the pressures of fast-changing children and personalities with solipsistic ego-membrane by imposing the rule of common sense and the law of precedent. If a new idea has not been tried before, it will not be attempted now.
There is little willingness (Surya, enemy of Shani) to consciously change the heavy circumstances via empowered re-structuring of the thoughts. Professor Shani teaching in classroom-5 tends to accept the psychic limitations upon children, creative power, and romantic amusements.
One tolerates very little authentic (Ravi) personality change.
No Fun Allowed (or very little)
Putra bhava = swabhava of Shani's enemy Surya = a very difficult location as life's delights from entertainment and amusement are largely squeezed out by social duty. Even romance quickly turns into a social rank-and-position performance charade.
Shani's dark stony cold in 5 is the very antidote to Surya's brilliant and unrestricted, autocratic, confident, creative intelligence. Professor Shani teaching in classroom-5 does not feel free to choose one's own performance style but rather will conform to the expectations of social-institutional authorities.
As a result of constrained individual self-expression, Shani in a favorable rashi in 5 = conservative conformist politically-neutral style = Success in large corporations and government bureaucracies.
When Shani occupies the swabhava of games and entertainments, one general has very little amusement in life. Theatre, politics, and creative literature lose their pleasure quotient and instead become responsibilities of the working professional life.
One rarely experiences true autocracy; one rarely gets to do precisely what one wants to do. Social safety, and the interests of large corporations, institutions and governments must dominate the experience of creative performance.
Much as one may love one's children, the child-raising style is tightly structured, children's activities create burdensome time schedules, and raising them to adulthood is a heavy responsibility.
Performance Anxiety. Fear and worry regarding the Theatrical or political stage.
Must work to earn validation of the individual genius. Works to be fully approved, in compliance, and judged perfect under the rule of statutory law . Yet survival fears based in past-life karma enforce the mandate to perform this work over and over again, until the ignorance is transformed into wisdom.
" Not brilliant enough" syndrome.
Habits of creating from personal genius, giving birth to brilliant little human beings, and general entitlement to be in the bright center of things are resistant to change. Professor Shani teaching in classroom-5 who wishes to change one's style of romance and literary intelligence, will find such a project to be slow-going and demanding much time.
Try as one might to change the package of attributes, one's heavily regulated schedule will continue to deny adventure.
comfortable results : the hands, arms, and shoulders will change very little over time. One may have a surprisingly youthful appearance in these body parts as a result. These parts look old or world-weary (Shani) in the first part of life, but because Shani resists change, they may look surprisingly"timeless " in elder years.
Children are delayed but not necessarily disallowed. Typically, in rashi that are hospitable to Shani, children do materialize however they create conditions of scarcity. Not deprived of children but rather oppressed or burdened by material responsibilities toward them.
Native may experience resentment regarding the limitations upon enjoyments that are imposed by one's social obligations (Shani) toward the children. Romantic love seems unreachable, and marriage settles into a dutiful work program. Children are raised 'properly' according to the strictures of the culture, and when SHani is even reasonably well disposed the children generally turn out to be good citizens, effective workers, structured and reliable personalities -- but there is little sincere happiness in the task of child-raising. However, a favorable placement for Chandra (parenting) could eliminate all but the most difficult karma in this placement. Chandra in 11 can remediate the laborious, scarcity-effect of children very completely. As usual, many factors must be considered.
If a procreative delay is experienced, there is some karma of ignorance or resistance which must be transformed into wisdom, before children are granted. Guru periods are fertile and expansion.
Mature parenting style. If Shani is uttama may have tremendous compassion and deep sense of duty toward all children.
When born, children are materially demanding and cause Professor Shani teaching in classroom-5 to acquire much personal discipline and/or resentment (depending on consciousness). Promotes high standards in creative skills aspect of education. Not a conformist but a perfectionist in creative endeavors.
If Shani is not well-disposed, or Professor Shani teaching in classroom-5 is immature emotionally, children may be perceived as a burden rather than a gift. Depending on role of Budha, this native may encounter obstacles to successful communicative relationships with children. The intelligence is somewhat blunted by material survival concerns, either for oneself or for those toward whom one bears responsibility.
If in government service, heavy service duties toward children and"government (Shani) intelligence (5)".
Agents of approval, admiration, applause =government, state authority, hierarchical leaders.
Rank, leadership responsibilities, and social visibility are the primary means of gaining ego-validation, attention and approval.
Perfectionism in Creative Performance
Shani brings psychological perfectionism wherever He goes, and when He goes into the realm of performance arts (including child-raising) He brings a karmic emphasis on accomplishment and completion to that house.
Perfectionism and very high standards toward children, romance, creativity, genius, performance arts, politics, gambling, games and amusements.
May result in severe performance anxietyeven when Professor Shani teaching in classroom-5 is sincerely gifted.
The particular type of resisted amusement will be indicated by the rashi and any companion graha.
"Resistance to amusement" results in the need to limit whatever"fun" is available in life to games, children, and genius expressed mainly in the context of work.
Speculative developments in finance and investment, creative expressions in literature, theatre and politics, relationship to children, and emergence of knowledge of divine intelligence is fundamentally stubborn, responsible, conservative and slow .
Ironically, Professor Shani teaching in classroom-5 is so busy working and carrying public responsibilities that there is no time to enjoy the entertainments and celebrations of life. Not a fun person to be around. Extremely conservative and responsible toward children.
Children become a significant material responsibility. (If Shani is ill-disposed, children become a genuine burden.) Delay in producing children due to worry (Shani) about lack of TIME (Shani) to raise them. LoveRomance, when it occurs, is Oppressed by heavy material responsibilities and social obligations.
Creativity may be expressed only in tightly controlled, socially validated channels.
Good position for an architect, arts administrator, stage manager, theatrical planner and organizer. Benefits those who must carefully manage expressions of theatre, art, politics and children's creativity, in order to maintain conservative control over the forward path of human genius
= an"intelligence functionary" who works within the socially approved system for regulating individual creative expression and speculative ventures. This person must apply sustained effort with limited resources (Shani)oward the maintenance of conditions supporting the literary, artistic, theatrical, political, philosophical and other speculative genius that spearhead the advance of civilization.
Much preparation and applications of research toward profitable actions in the marketplace (11).
Great effort expended in the task of educating oneself about world history. Work on cultural histories and ancient legacies of value (financial, philosophical, linguistic, musical, aesthetic), and the lineage record-keeping of one's people (2).
Better results from a late or delayed marriage (due to Shani drishti on bhava-7) ideally after age 31 = after completing the first Saturn Return.
The spouse is a hard worker. Socially, the marriage relationship emphasizes lawfulness and regularity of habit while reducing romance, fashion, entertainments and amusement.
Some planned misalignments requiring realignment attention will be overcome by persistent effort (Shani).
Nature of the difficulties is determined by whether and how much Shani's drishti into yuvati bhava is welcomed. Shani's drishti into 7 is neutral in most cases but it is an oppressive experience for the Vrishabha and Thula lagna where Mangala Maturation required before obtaining agreement in marriage (7), community/ fruit-attainment (11), and the family history (2).
One is born with a deep and strict program of responsibility for children.
Children although socially well-mannered may impose a heavy burden financially, socially, or in terms of the work schedule. Professor Shani teaching in classroom-5 struggles to receive validation for personal literary and artistic expression. One may receive a degree of social justification from completing the task of child-rearing but the process contains relatively little pure joy.
Child-raising, performance arts, and creative endeavor are comprehended as work.
Shani is intimidated in bhava-5, and His presence here often indicates some variety of very difficult decision which must be accepted regarding children or regarding the expression of the individual unique intelligence. Often when Shani is compromised by rashi (Simha, Mesha, Vrischika) there may occur a deeply sorrowful event regarding the conception or birth of the first child that is both social obligatory or has a quality of irreversible finality in term of the laws of time and space. Thus the experience is often related to harsh circumstances surrounding the conception or birth of a child. However it is not wise to predict the devastating effects unless 5th-from-Chandra does reflect and confirm this scenario .
Whenever Shani is involved with putra bhava -- in 5, 8, 11, or 3 -- the Lord of Karma overwhelms the delight (Surya) of having children.
One loves one's children of course. Yet the karmic response to shaping and supporting their social-material lives results in a heavy sense of responsibility and routine + a corresponding reduction in speculative games and amusements.
When Shani occupies 5 one sees the children as adults-in-the-making rather than pure brilliant containers of Divine Light. It feels utterly necessary to provide them with proper structure, routine, and drill toward the ultimate goal of their adult social acceptance.
Troubles of the Children
In the most difficult cases one may inherit a troubled child from a previous marriage and accept the burden of providing structure and routine for this being. A late-acquired (Shani) child = naturally resistant to a second and often more strict (Shani) set of performance rules.
Responsibilities for the children can become so weighty that opportunities for romance, creative self-expression, political empowerment, and just having fun are simply extinguished like a fire snuffed by a load of ashes.
Politics and Entertainment
Often the work-tasks bring one into a highly politicized or theatrical environment where one acquires responsibilities for the orderly governance of entertainers or electioneers .
Even Professor Shani teaching in classroom-5 who (due to other graha) becomes the main center of attention will be tasked with a heavy burden of responsibilities for regulating the entire stage production. The more complex and long-running the show, the more material effort required of Professor Shani teaching in classroom-5 in constant ordering and governing duties.
Shani in bhava-5 = deficiency of confidence and creativity
core areas of initial lack of understanding + required repetition =
Repeating homework assignments =
Shani bitter enemy of Surya = in 5 = good for birth control because Shani resists procreativity .
Four areas of special difficulty caused by karmic necessity to correct a deficiency of speculative intelligence. Shani converts romantic delights (5) into responsibilities and lawful routine (Shani). One never quite enjoys life.
Core Practice Environments which require repetitive drill and careful study :
When Shani/5 brings fortune : for Vrishabha and Mithuna lagna, Shani becomes lord of dharma bhava. For Vrishabha and Mithuna, Shani/5 creates a Dhana yoga that is generally auspicious not only for money but other varieties of treasury as well = dharmesha-9 in putra bhava.
Generally distrust of spontaneity in children and free expression of creative intelligence. Imposes strict routines and detailed calendars upon the children's environment.
Negative expectations regarding the outcome of the child-conception, child-birth, and child-raising processes. Difficulty in conceiving children, or heavy expenses in their upbringing. Much physical and moral work involved in raising children, focused inordinately on discipline, inculcation of responsibility and reinforcement of routine. A sober and suspicious view of creativity in general, expressing an aesthetic preference for strict lines, austere forms, and cold space. Imposes the law of the majority upon the tastes of the minority. May be a gifted engineer or clean-up agent in environments where amusement, frivolity, or personal uniqueness have become overgrown.
Bodes poorly for life's social relationships. Shani casts His harshest 3rd and 10th aspects upon marriage/agreements (7) and networks of friendships (11), plus the lesser but still troublesome 7th aspect upon speech, wealth, samskara (2). The common ground in most relationships is duty and work. (Naturally if there are beneficial graha in 2, 7, or 11 the situation may be relaxed.)
One does not expect"lucky breaks ", easy winnings, or happiness in romance. Negative expectations in these areas are generally met.
Restricts access to supportive marriage partner, community, and birth family. This person does not expect to flower easily. They expect to carry the burden in marriage, community and family. Low permission levels "Fun"and easy fortune charismatic self-expression, including children and creative works.
Can prevent children entirely, but just as often will make children a major burden due to no help with child-raising from spouse (7), friends/community (11), or one's own birth family (2).
Zanaizcara is most comfortable in the swabhava of :
Results are not ideal in the trinal houses ruled by Shani's enemies Kuja (1), Surya (5), and Guru (9)
Self-expression, speculation, creativity, procreativity, and politics cause anxiety
Professor Shani teaching in classroom-5 applies a conventionalistic constraint upon acts of unique self-expression such as performance arts, independent scholarship, and other expressions that focus Light upon the individual.
Professor Shani's curriculum emphasizes the rules which govern the collective uniformity; therefore Shani takes a Dim View of actions and environments which Highlight individuals in preference to the conformity and uniformity of The Social Order. Shani prefers environments that are cold, dry, and windy. Those adjectives may characterize the experience of individuality when Shani-5 restricts the Light of the Divine in order to emphasize the regulated systems which radiate from that light core.
There may be delays (Shani) producing children coterminous with social pressure to fulfill social expectations regarding the production of children, or pressure of scare resources while raising them. In any case with Shani-5 children and the circumstances of raising them tend to be rigid and characterized by pressures, responsibilities, and shortage of resources.
Usually Shani reduces the desire for children before He restricts the delivery of children, so that the native feels pre-aligned with a childless or reduced state and instead accepts responsibilities (Shani) for socializing children and adolescents such as schoolteaching, adolescent sports coaching, drama coaching, and other structured methods of dealing with kids.
Children and creative projects such as literary works are often much delayed when Professor Shani teaches His lessons about Lawful System Linkage. However delay is usually not complete denial. Usually it is only delay albeit Shani can impose lengthy delays in conditions of intense scarcity.
Shani insinuates qualities of ignorance, resistance and resentment into the character of speculative activities such as gambling, stock investing, political contests, theatre, entertainments, and romance.
Scarce types of people
Professor Shani in classroom-5 may restrict or reduce the influence of creative activity, unique expressions of personal intelligence, politicians, entertainers, celebrities, romantic lovers and children.
The situation is much alleviated by strong discipline and structure in literary, political, speculative, and procreative effects, with emphasis on hard work and rule of law in the areas of children and other expressions of divine intelligence.
Professor Shani teaching in classroom-5 is not lacking in intelligence or structured creative output. However, s ocial interactions with children and very close students may be somewhat straitened. There is not much"fun" in the normally bright and charming activities of bhava-5 due to Shani's chronic fear of"wasting time" .
One tends to constrain the independent originality within a regime of responsibility and rules. The child or lover may become a task-master who demands much structured effort from Professor Shani teaching in classroom-5 .
Personal faith, confidence in divine guidance, and romantic love (esp. the love of children) are shaped by responsibility karma that imposes a steady work schedule, self-discipline and delayed gratification.
Limits on entertainment and amusements
In bhava-5 and even more so in rashi of Surya, Kuja, and Guru ,
Shani may impose a condition of servitude or poverty in matters of gambling,
Shani in bhava-5 applies a rigid, principled, rule-driven code of behavior regarding children.
As a child, one experienced constraint of one's romantic and creative nature. Young romance and expressions of willfulness in youth may have been bitterly suppressed.
Shani in bhava-5 provides a general karma of distrust toward one's natural capacity to channel divine intelligence - , a distrust of natural faith. Professor Shani teaching in classroom-5 may be deeply skeptical of the intentions of others.
Most of us are unconscious victims of the tremendous Traffic of thoughts which parades through the human mind minute-by-minute and hour-by-hour.
The average life is, unfortunately, quite wasted in the effort to follow one's thoughts. Many incarnations are spent completely, in a frenzy of urgent desire, without any moment of"awakening" into enquiry. It is indeed a blessing to even begin to wonder about the suspicious origins of these urgent"mandates "and"directions " emitting from the Mind.
One often hears of bitterness and regret expressed at the moment of death,"I wish I had spent less time chasing my thoughts, and more time appreciating my children and the genius of human creativity and noticing God."
That sounds terrible, doesn't it? It sounds like Professor Shani teaching in classroom-5 has no support in life. But at a profound psychological level, it's true. Shani in bhava-5 oppresses children, and casts drishti upon spouse (7), friends (11) and family (2). This native feels that they must achieve whatever they are capable of in this life, pretty much alone.
Professor Shani teaching in classroom-5 experiences lifelong resistance to independent, individual faith in the divine will operating through each person. Professor Shani teaching in classroom-5 requires confirmation of one's own intuitive trust in the divine by socially authorized validators: a publicly recognized guru, pastor, rabbi, imam, or other external authority. There is limited to no permission for personal, unmediated apprehension of divine will.
Naturally Professor Shani teaching in classroom-5 is more comfortable in conservative and hierarchical religious settings where institutional discipline of the will is a featured expression of moral behavior. Professor Shani teaching in classroom-5 prefers to conform the expression of one's own intelligence to the rule of law within the group. Excellent position for life in monastic communities.
Shani in a favorable rashi in bhava-5 = success in through stamina in advancing civilization through bringing arts to the people. If Professor Shani teaching in classroom-5 is involved somehow in politics, entertainment, or literary publication, one brings a high level of craft expertise to the production, and a persistent focus on the lowest common denominator in the audience. Truly an author for the people.
Success of publications arrives later in life, if at all.
All of the above situations can be alleviated somewhat for lagna that are friendly to Shani, such as
In a favorable rashi, Shani-drive repetition and practice in the basic disciplined expression of literary and oratorical style will produce excellent results in bhava-5. (
When Shani occupies bhava-5, there is little room for fond sentiment in matters of children, personal intelligence, entertainments, romance, or speculation. Professor Shani teaching in classroom-5 has a very pragmatic and often humorless approach toward self-expression.
It is not easy to be an individual because the charismatic heart is oppressed by social duty, chores, work schedule, and excessive structure is imposed upon expressions of creativity.
However a supportive placement for architecture, structural engineering, analytical philosophy, and other disciplines wherein the structure of creativity is a measure of its utility to students and clients.
Children are delayed and separated from Professor Shani teaching in classroom-5, usually due to one's work duties, but they are not denied. Raising of difficult children is made easier by Professor Shani teaching in classroom-5 's imposition of a tightly predictable, reliable activity structure which can help those children who need extra routine indeed feel more secure.
Native with Professor Shani teaching in classroom-5 is typically somewhat alienated from the romantic, literary, self-glorifying attitude that is so widely celebrated in modern culture.
One may be seen as lacking creative enthusiasm, personal inspiration and perhaps unloving . The self-narrative is rather conformist.
The personality is not damaged, but individualized creative trajectory is replaced by group survival concerns such as equitable distribution of resources, group protection, etc. As a result, Professor Shani teaching in classroom-5 is more of a communal supporter and less motivated to seek fame or praise for personal behaviors. However one may be very skillful in obtaining praise for the group.
Typically children are not part of the lifestyle, but if they are, the children will also be disciplined into the Austere routines preferred by Professor Shani teaching in classroom-5 . Due to blockage on attachment to individuality, the children will be presented with behavioral standards which may not be ignored.
Professor Shani teaching in classroom-5 is typically an excellent worker in the creative or performance arts, in some modest service capacity. Their need for routine coordinates very effectively with the employer's need for regular attendance and reliable performance.
In particular this native derives security from large hierarchical organizations which specifically dictate the behavioral protocols for its members. Professor Shani teaching in classroom-5 does not wish to experiment or dramatize.
If Professor Shani's rashi is comfortable and supportive for Him, Professor Shani teaching in classroom-5 's dignity and comportment in public life will conform perfectly to the elegant, modest social standard of Professor Shani teaching in classroom-5 's culture. Order and appropriateness are valued; innovation and individual deviation are not approved.
Shani's job is to inculcate personal responsibility (without guilt) and neutral acceptance of the karmic process.
The conscious human has less control over the flow of events, and more control over how one reacts to those events. Once Professor Shani teaching in classroom-5 has established a pattern of calm and non-judgmental reaction to the flow of events, Shani's job is done - and the pain stops! (The events continue but they just roll past...)
The faster one can achieve neutral awareness of one's own negative expectations, the faster one can eliminate the pain.
Unfortunately for the slow learner, Shani will give all the"time" necessary to repeat the lesson . For those of us who live a bit behind the curve of total wisdom, it is valuable to be aware of the most acute effects of Shani.
With forewarning , one can address these"scheduled" negativities, as they arise, with consciousness. One can meet each well-timed disappointment with a deeper commitment to forgiveness , acknowledgement and release.
Shani's negative, pessimistic, fearful, scarcity-oriented, survival-driven, and faith-lacking impact from bhava-5 gives Parashari drishti upon bhava 7, 11, 2.
This drishti pattern gives negative expectations which produce restriction, interruption, And delay in matters of:
o increase the chances of happiness in this life, one born with Shani in bhava-54 must remain particularly *vigilant* against the onslaught of Shani's legacy of negative expectations upon the realms of personal uniqueness and creative interaction with the social environment.
However Shani's pressure toward conformity with"lowest common denominator" standards is beneficial for sustaining one's public dignity in matters of child-raising, creative arts expression, marital conduct, marketplace connections, and original family identity..
Strong, favorable graha in these domains will significantly override the prognosis for frustration and interruption in domains 5, 7, 11 and 2. Yet the presence of Shani's drishti will be subtly noticeable. E.g., total blockage may turn to delay, or material handicap may manifest as psychological resistance - but Shani's karmic drishti will never be completely erased.
Shani-drishti caused Delay in production of"Fruits " may be attributed to problems in the root, but the root is usually OK
When Shani occupies bhava-5, Professor Shani teaching in classroom-5 must be alert to the extended relationship between:
In other words, the"seed" houses will appear to be running more slowly because the"fruits " houses are impacted.
bhava-2 receives the delaying glance of Shani-in-5
11th-from-4th = the fruits of 4 = bhava-2
therefore, matters of 4"feel" slowed down or retarded. It is only a presumption because the roots of 2 are not themselves impacted. Yet because the fruits of 4 = dhana bhava = slowed, Professor Shani teaching in classroom-5 also feels that 4-things are not developing. Jyotishi may hear a complaint that one's education (4) or home life (4) are constrained and wonder what is the source of that complaint when Shani resides in 5. Well, it is a mixing of effects of the roots + the fruits of a situation, between which many people cannot discriminate.
Professor Shani teaching in classroom-5 may be perceived to slow the progress of establishing a home (4), completing exams (4) license or diploma (4)property titles (4) fencing and defense of properties (4)one's parents (4) socializing education, property ownership, and full social security (4) . Financial profit (11) from investment in professional education (4) is limited or occurs only later in life.
Upon deeper analysis, it can be seen that
bhava-7 receives the delaying glance of Shani-in-5
11th-from-9th = the fruits of 9 = bhava-7
bhava-11 receives the delaying glance of Shani-in-5
11th-from-1st = the fruits of 1 = bhava-11
Oppression in literary, oratorical, and speculative arts, the theatre, children and romance [all forms of unique personal expression
Seed and fruit
Shani in bhava-5 contains the belief that the"seed" of a fully realized unique expression of divine intelligence is not viable.
Therefore in one's total thinking about contractual relationships, large networks of association, and stored values (esp. cintamani * mani * money ), these negative expectations will limit one's faith in setting higher goals.
As usual a strong graha occupying bhava-2, 7, or 11 can mitigate Shani's drishti, perhaps reducing the strength of the limitations from blockage to resistance, or changing severe handicap to mere inconvenience.
In any case, Shani's 10th drishti onto bhava-2 is not so strong as Shani's 3rd drishti onto bhava-7.
Obligatory Karma (Shanaicharya) is completed at the moment when the ignorance of compulsive repeating reaction is transformed into the wisdom of conscious reaction management.
Once the compulsive reaction mechanism appears in the field of awareness, and the intent to manage the reaction ( responsibility without guilt ) is established, the karmic cycle is effectively complete.
According to Sogyal Rinpoche, the single greatest threat to human peace of mind is -- not hatred, anger, or guilt -- but rather **doubt * *.
You have the intelligence (5) creativity (5) and the self-discipline to make a practice of becoming aware of the presence of doubt and negative expectations in the three areas which Shani influences most strongly:
The Tyranny of Hope
"Hope" is a term used to describe a 2-step process. Step-1"I don't believe it's possible to do this ". Step-2"But I'll say it any way to avoid taking responsibility for my own beliefs ".
Result"I hope my kids and I can resolve out problems.""I hope I can win the lottery.""I hope my lover can be more
With age and awareness of childhood trauma, all nativities may develop a superior meditation practice based on rigorous routine and seasoned awareness of the structure of Mind.
Catching subconscious negative projections of doubt and pessimism"in the act"
It is strongly recommended to try to"catch" negative thoughts "in the act". If habitual, fear-driven thoughts of failure, ignominy, and zero-option despair (Shani's specialties!) are caught and identified at the mental level, then they can be dealt with quickly. They might not be able to be completely extinguished because they are the result of past-life karma. They will have to be understood and accepted before they can be eradicated.
To avoid this type of violent emotional fluctuation one need only approach the task directly on the mental plane.
"Karma""action" - the seeds of the action are sown on the causal plane. Those seeds give fruit On the mental, emotional, and physical levels.
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"And now my friends,
all that is true, all that is noble,
all that is just and pure,
all that is loveable and gracious,
whatever is excellent and admirable -
fill all your thoughts with these things." ~~ Philippians 4:8
~~ Philippians 4:8