WORLD CIVILIZATION

A DETAILED DISCUSSION OF THE GREAT EMPIRES OF ANCIENT

INDIA AND WHAT AFRICAN COUNTRIES CAN LEARN FROM
WORLD CIVILIZATIONS.

(BOLD WRITING INDICATES THE KEY POINTS)

This group work project is a compiled response to the following questions.
First, the Great empires of ancient India, the decline of the Ancient Indian empire, and the
coming of Islam.
The final question will review the importance and relevance of studying world civilizations
with reference to various civilizations and key takeaways on what Kenya can learn from
ancient world civilizations.
The approach taken in answering question one begins by providing a general insight into
modern-day India’s unknown but fascinating facts. Provided that enough knowledge has been
provided on India, it proceeds to review the ancient civilizations, the rise of the great empires
and the final factors that lead to the decline of the empire(s), and what factors facilitated the
spread of Islam. As part of answering the first question, it will also address theories
explaining the spread of Islam in India.
Modern-day India is a multi-cultural country. It is an Asian country with an estimated
population of about 1 billion people. This is the second most densely populated country in
the world, second to China. Recent world findings found that India is comprised of 30%
mountains, 27% plateaus, and 43% plains. Wikipedia also reveals that the Indian sub-
continent is an area of the largest composition of Islam. Indonesia comprises 231 million,
Pakistan 213 million, India 207 million, and Bangladesh 154 million. The total percentage of
the Muslim community in the world accounted for by India is 10.9%. (Wikipedia, 2022).
Because of this very high population in India and limited resources, Indian people are
forced to be quite innovative in their trades and migrate to look for opportunities in
other parts of the world. Evidence in support of this that Indians’ bright minds are quite
innovative is that people with Indian roots have made their way into the top management of
world tech organizations. Examples include the current Microsoft CEO Satya Nadella,
Twitter CEO Parag Agrawal, and the most famous google CEO Sundar Pichai. This level of
competition also extends to the Kenyan context whereby there exist Indian business
philanthropists that have played in role in providing employment opportunities and revenue-
generating activities for the Kenyan economy. Notable businessmen in Kenya with Indian
roots include Manu Chandaria the CEO of Steel and aluminum group Campcraft, and
Vimal Sha who is the CEO of Bidco East African Leading manufacturer of Fast-moving
consumable goods. Other notable Indian kingpin businessmen in Kenya include Shree
Patel, owner of Shree Sai industries in Kenya, Mr. Harsh V Soni, chairman of Shreeji
Enterprises Limited, a transport and logistics company with a fleet of over 600 trucks,
and finally Mukhtar Omar, CEO of Roy trans-motors company. This is also a transport
company specializing in the transport of Petroleum-based products across Kenya and East
Africa. The Indian community is popular within Mombasa and officially incorporated
into Kenya as the 44 the tribe. (Verjee, 2017). To celebrate this incorporation, Kenyan-
based and born Indian influencers started a Kenyan Indian-based radio known as Radio 44.
(100.08 FM).
The second part of the following paragraphs will now focus on the Indus River valley
civilizations and their role in contributing to the rise of the Great Empires of Ancient India.
The name India comes from the Indus River valley civilization. From the Indus River valley
civilization covering the areas of modern-day areas of Pakistan’s Punjab and Sindh
provinces, two large cities of Mohenjo-Daro and Harappa developed. These two cities
which will be expounded on above founded the basis of the organization of the Indus River
civilization. Some period shortly after the Indus River civilization it is told that there existed
an ancient Indian emperor known as Bharata. This emperor is said to have successfully
conquered the sub-continent of India and ruled the land in peace in harmony. During his time,
the continent was called Bharat Varsha. This however is long before the rise of the Great
empires of Ancient India, the decline of the empires, and the spread of Islam in the Indian
sub-continent.
This paragraph will provide key findings from the Indus River valley civilization.
Historians also refer to this civilization as the Harrapan civilization. The Indus River valley
civilization covered a larger geographical area compared to Ancient Mesopotamia and
Egypt. Historical findings reveal that it is possible that this civilization was more
advanced compared to the Egyptians and Mesopotamia. Close interactions between the
people of the Indus River valley facilitated the growth of other religions such as
Hinduism, Jainism, Buddhism, Sikhism, and the Charvaka school of thought. Modern-
day inventions rooted in the Indus River valley civilization include drainage and sewer
systems, public pools, Mathematics O index, Board games, meditation, and Yoga.
The below account is a show of the historian’s findings from the Harrapan or Indus River
valley civilization. Remember that the towns developed around the fertile valleys. The
two major towns are Mohenjo- Daro (Pakistan) and Harrapan. (Punjab). Indus river
valley civilization of twin cities Harrapan and Mohenjo-Daro was estimated to have a
population range of 30,000 people as of 2600 BCE. (MocomiKida, 2012)
This civilization had an existing family-independent structure. Evidence is the support of this
is seen in the approach of the construction of houses. Houses were made of either wood
bricks or mud bricks. Each house contained a courtyard opening from the front door,
kitchen, workgroup, and smaller bedrooms. The people practiced polytheism. Indus
river valley cities had a well-organized sanitation system that connected all the houses
and led the refuse out of the city. Each house is estimated to have a well from where water
for daily use was drawn. The economic occupation of the people of the Indus River valley
civilization was agriculture. The evidence in support is the placement of the cities along the
river, which explains that the fertile silt downstream was used for crop growing.
Agriculture as an economic activity reveals the prosperity of the Indus River valley. The
following accounts provide some plausible reasons for the decline of the Indus River
valley. Potential reasons for the decline of civilization as espoused by many historians
include the infiltration of the civilization by Aryans, Climate change, and loss of trade
partnerships. (Mark, 2012). The major likely reason for the decline lies in climate
change. Some accounts state that climate change made the Indus River valley area
uninhabitable. Too much rain resulted in the over-flooding of the Indus River thus
contributing to too much fertile silt flowing downstream (30 feet or 9 meters) hence
destroying the crops being produced. Since agriculture was the core activity this reason
is adequate to explain the decline of the Indus River valley civilization. Another relevant
reason lies in the infiltration by the Aryans. The assumption is that the Aryan arrival
into the already existing civilization disrupted social, political, and economic cohesion.
Because they are new, they are likely to introduce their own cultures and policies that are
inconsistent with the people of the Indus River valley civilization.
In summary, the Indus River valley civilization paved the way for the great empires of
ancient India. Remember that the Indus River valley civilization was the first to occur
after which the great empires of India existed and the final decline of each of the
remaining Great empires that paved the way for the spread of Islam. The third part of
this response focuses on the great empires of ancient India.
The first great empire of Ancient India is the Mauryan empire. (322 to 185 BCE). This
great empire rose and flourished under Chandragupta Maurya. The emperor conquered
almost all of Northern and central India.
The second phase of the Mauryan empire saw a continuation of Chandragupta’s all-
expansionist ideology by Ashoka the Great. The first phase of the Mauryan empire saw the
conquest of North and Central India. This second phase by Ashoka the great saw this
expansion to the Eastern city-state of Kalinga. By this time, Ashoka’s success meant he
oversaw three frontiers of the Indian sub-continent the north of India, the Central area
of India plus the eastern frontier of Kalinga. The consequence of this expansion was a
rise in the death toll. This is because conquest and expansion of power involved a lot of war
and fighting because other communities wanted to safeguard their independent rule by their
leaders. Although successful in the capture of the eastern city-state, Ashoka the great
subjects were worried over the increasing death tolls. Some historians assume that
because Ashoka the Great’s image was tainted by being a forceful conqueror, he had to
win back the people. This was done by paying homage to the Buddhists as a strategy of
winning back their trust. Some historians also believe that this was a sneaky move, because
if he appealed to the Buddhist majority, then Ashoka the Great would have had free will to
impose and extend his empire in a peaceful way. Ashoka the Great contribution to the
Buddhist society was through, establishing monasteries, and erecting stupas in honor of
the Buddha. He also encouraged the spread of the Buddhist religion by sending
Buddhist monks to other parts of the Indian sub-continent. The empire experienced a fate
that was like the Indus River valley civilization. Fifty years into the death of Ashoka the
Great, the empire crumbled. A consequence of the crumbling saw the disintegration of
all captured states into independent cities and powerful monarchs.
Until this point, this essay has covered the Indus River valley civilization and The
Mauryan empire of Great India. The following part introduces the Golden age of
India’s Ancient empire.
The golden age of India is also known as the Gupta empire. This empire is estimated to
have existed between the 4th and 6th century A.D. (320 C.E to 550 C.E) This was during
the rule of the Gupta empire over modern India.
It is assumed that shortly after the decline of the Mauryan empire, 50 years into the death of
Ashoka the great, power was no longer centralized. Because the empire captured states
began to crumble, the independent leaders of the community groups and captured
states rose to power, hence filling the void. This explains a potential reason for the rise
of the Gupta empire. The empire is estimated to have declined by 543 A.D.
This empire is estimated to be the golden age because of the advancement in Math, and
the discovery of the zero indexes. The advancement in Astronomy was that earth was
round and the planets reflected their light from the sun. The Gupta empire enjoyed
peaceful leadership and literature advancements in communication. Examples include
poetry works of Mahabharata a discussion of war struggles, life-based philosophical
questions, and Indian-based philosophy of life. Mahabharata is described as the longest
poem in the works of history comprising of over 200,000 lines and 1,800,000 words still
having modern-day relevance as the bible and works of philosopher Homer. (KhAnubis,
2020). Other examples of Artistic works include the works of Indian playwrights such as
Khalid Assad, Ramayana, and Panchatantra. Sculpture art was used to describe nobles’
life whilst also expressing reverence for their many deities. Another example of ancient
Indian literature that spread to Greek civilizations is the story of Aladdin which traces
its roots in India because it was originally written in Sanskrit.
A notable difference exists between the emperors of the two empires. Coincidentally both
leaders from the ancient empires of the Mauryan empire which came first, and the
Gupta empire period had a common name, Chandragupta. The one for the Mauryan
empire was called Chandragupta Maurya. The Chandragupta emperor for the second
great empire is the one under current discussion.
The continuing part of this discussion focuses on Chandragupta the first of the Gupta
empire. Another celebrated success of the Gupta empire was the setup of many
universities. A common example is Nalanda university. In this university, the emperor’s
subjects were taught royal behaviors and ethics that mostly borrowed Hinduist and
Buddhist philosophy. The Gupta empire later declined in the 6th century.
After the golden age of the India/Gupta empire, the next great empire was the
Harshvardhan/Vardhan empire or the Pushyabhuti dynasty empire.
The Gupta empire mostly comprised of Northern India and Northern India, Central India, and
a slight portion of the Southeastern area. After its decline, northern and central India
initially under a centralized leader disintegrated into smaller independent states.
Among these small independent broken states was a ruler of present-day Haryana
known as Prabhakar Verdun. This is the first ruler of the Harshvardhan dynasty.
Prabhakar Verdun of the Harshvardhan dynasty had two sons. The eldest Raja
Vardhan was the first to ascend the throne after the death of the father Prabhakar
Verdun of the Harshvardhan dynasty. The elder son ruled over the empire but was later
killed under a planned deception by another ruler of another ancient powerful
monarchy. This meant that the younger son Harshvardhan would become the next
emperor by birth-rite.
Varsha the younger of the Harshvardhan brothers who were sons of Prabhakar Verdun
waged war against the emperor that had deceived and killed his elder brother while
emperor. In this war at the age of 16 years, he was able to win the battle against the rival
emperor. Because the Harshvardhan dynasty and emperors followed an all-expanding
dynasty, Harsha continued to conquer and unite most of the Northern Indian states that
had disintegrated in the Gupta dynasty. The states that were bought under his
command include Kanauji, Bihar, Bengal, and Odisha. This comprised mostly Northern
India and central-eastern states.
Harsha the third ruler of the Harshvardhan dynasty attempted to continue further
expansion into the Southern parts of India but this attempt was unsuccessful. The
consequence of this was the Narmada River becoming the southern limit of Harsha’s
empire. In the Harshvardhan empire of Harsha as the third ruler, historians suggest
that the capital city extended six to eight kilometers along the river Ganges. Artifacts and
older writing from the Harshvardhan empire signify the possible existence of a tax
structure. Some accounts reveal that one-third of the taxes went into sponsoring
administration activities. The rest of the tax money was given to charity. The remaining
portion was used in city literature sculpture improvements and maintenance.
From the early literature and poems developed in the time of Harsha, historians believe that
he was a follower of Buddhism. The reign of Harsha, the third ruler of the Harshvardhan
empire was non-oppressive because there was religious tolerance. The final emperor of
the Harshvardhan empire ruled for 41 years, after which the empire declined. This decline is
likely because there was not a single strong enough and charismatic monarchial leader among
the disintegrated city-states capable of uniting all Indian states. The void in leadership
favored the eventual spread of Islam in India and the decline of the Great Indian
empires.
The last of the Great Indian empires were the Pushyabhuti dynasty also known as the
Harshvardhan dynasty.
The later part of this response will focus on the spread and Islamic capture of India.
According to Al-Khateeb in his book Lost Islamic history, two theories are developed
that try to explain the spread of Islam in India.
In the first, it is that Islam spread in India had started long before the dynasties and was
progressing as from the 7th century with continued Arab and Indian trade.
Another theory explaining this spread is that Islam in India is that rulers and enforcers
were guided by an all-expansionist and conquering ideology. The second theory argues
that the decline of the latest Pushyabhuti empire or the Vardhan dynasty eased the
spread of Islam in India. To some extent, the second theory looks like a continuation of
the first.
All in all, both theories give the premise that the spread of Islam in India is inevitable. It
had started way back as early as the 7th century through Arabs and Indian commercial
interaction. Some historians believe that even during the time of the Great empires of
Ancient India, Islam was practiced in minority but gained rising popularity. The final
factor that influenced the final take-over and capture of India by Islam sultans was the
inevitable decline of the Harshvardhan empire.
The premise of the first theory is that Arab traders were in continuous contact with
Indians as early as the Indus River civilizations. To trade things like African goods, gold,
and spices, Arab traders would frequently sail to India's west coast. Naturally, when Arabs
started converting to Islam, they brought their new religion to India's coastline. If
Arabs and Indians continued to contact, Islam continued to spread throughout sub-
Indian societies, giving rise to more Islamic groups and schools of thought.
Islam continued to grow in coastal Indian cities and villages through trade between
Indians and Arab Muslims. The result of this interaction was Islam converts getting married
to the Arabs and Islam Arabic community being assimilated into a culture borrowing
Hinduism practices and Arabic Islam practices.
The major reasoning behind the other theory is that with the collapse of the last of the
Great Indian empires which was the Pushyabhuti empire, the economical and political
structure of ancient India was in jeopardy hence requiring a unifying leader that would
lead them back to prospering days. This void explains why and how easy it was for the
Islam sultans to take over India.
The first great expansion of Islam into India came during the Umayyad Dynasty of
caliphs, who were based in Damascus.
This was credited to a young man called Muhammad bin Qassim, who was required to
gain control of the Sindh region. Qassim led his army of 6,000 soldiers to the far eastern
reaches of Persia, Makran. In some areas, Muhammad Bin Qassim encountered little
resistance. Upon reaching the city of Nehru, a city within the Indus River valley he was
openly welcomed by Buddhist monks that were inhibitors. The Buddhist monks wanted
liberation from the oppressive Hindu government that was receptive to the idea of the
caste system. The caste system refers to a social class stratification system that
advocated for unfair treatment of people lower in the hierarchy. These people lower in
the hierarchy were even prohibited from interacting with people outside their caste. People
lower in the caste included peasant workers, beggars, cleaners, and alien slaves. The
Buddhist monks were receptive to the idea of Islam as it was accommodating fair
treatment, unlike their emperors who treated them unfairly.
Take note that the Buddhist minorities were receptive to the Islam armies of
Muhammad Bin Qassim. This shows that the Buddhist minorities who were a large
portion of the population were disillusioned with their modern government. The
consequence of this is that the Buddhists no longer pay homage to their government, the
government is weak and cannot sustain independent rule in case of an invasion.
With Buddhist support, Mohammed bin Qassim was successful against the Raja of
Sindh Dahir. Dahir was trying to protect the sovereign independence of his state Sindh
but was unsuccessful. The result of the war between Raja of Sindh, Dahir, and
Muhammad bin Qassim, was the conquest of Sindh by Islam which enabled further
expansion of the religion into Southern, Central, and Eastern India.
This theory is somewhat relevant because Mohammed Bin Qassim had a tolerating
philosophy towards his subjects in the Indian sub-continent unlike Raja of Sindh,
Dahir, who was oppressive to his subjects. Under Mohammed Bin Qassim’s capture,
there was religious tolerance. People were not forced to convert to Islam. Muhammad
bin Qassim promised security and religious freedom to all Hindus and Buddhists under
his control. For example, the Brahman caste continued their jobs as tax collectors and
Buddhist monks continued to maintain their monasteries. Due to his religious tolerance and
justice, many cities regularly greeted him, and his armies were often received with people
dancing and music.
The philosophy of Muhammad Bin Qassim was adopted by other political leaders
seeking to extend Islam rule. Conquer the states but allow people to continue practicing
their first religion. Eventually, if they wanted, they would convert to Islam.
The bulk part of this essay focused on the great empires of Ancient India continuing phases
of the other dynasties and the decline of the Pushyabhuti empire which created a political
power void further facilitating Islamic spread adoption and practice in India.
This latter part focuses on the two remaining questions. These include the importance and
relevance of studying world civilizations with reference to various civilizations and key
takeaways on what Kenya can learn from ancient world civilizations.
Importance of studying world civilizations.
Studying ancient civilizations provides students with a fountain of knowledge that serves
as a basis for learning and understanding future histories. (pwsadmin, 2020)
From a psychological point of view, the study of world civilizations may assist in
understanding modern-day human behaviors. Through the study of ancient literature
including artworks and poetry a learner can understand certain motivators of human
behavior. For example, the role of incentives in changing behavior. An individual can also
understand how the negative reinforcement strategy was used by lawmakers. The
essence of negative reinforcement is that by punishing negative behavior you are deterring
the person or potential persons from repeating such behavior.
Evidence of negative reinforcement in lawmaking is found in the code of Hammurabi.
The code of Hammurabi comprises strict and pious laws advocating for immediate
consequences. A sample of these laws includes, If one holds the slaves in his house and they
are caught, he shall be put to death, If anyone breaks a hole into a house or breaks in to
steal, he shall be put to death, If anyone is committing a robbery and is caught, then he shall
be put to death, if anyone steals the minor son of another he shall be put to death. (King,
2008). These laws for instance explain various absurdities but still explain how heavy
consequences and punishments act as a deterrent measure to a person intending to commit a
crime.
Another importance of studying ancient civilizations is that it enables a learner
interested to gain deeper insights into world problems and issues and think critically to
come up with a solution. Consider an issue like racism and social class structures. In the
study of world civilizations, a learner comes to understand how the class system arose. A
case study for this is the Caste system commonly practiced in the Great Empires of Ancient
India. When the learner digs deeper into historical literature, they can understand how the
problem rose whilst developing practical solutions to the issue.
The study of world civilization will enable students to understand the reasons for the
many cultural variations in the world. Students will be able to understand the
commonalities and differences between cultures.
Another relevance for the study of world civilization lies in past and historical lessons
that sound or serve as the basis for future decision-making. (Farnsworth, 2022)
The final part of this essay reviews the lessons that Kenya can draw from Ancient World
civilizations
The most important is achieving financial security, sustainability, and self-sufficiency.
In the modern-day Kenya scenario, the unemployment rate is estimated to be within the range
of 10%, even though Kenya is rich in resources.
One common factor among all the civilizations is that most attained a good level of self-
sufficiency and economic security by leveraging the use of available resources. Evidence
in support of this is, that Egyptian economic prosperity was a result of farming along
the river Nile which reaped the benefit of food security. Another civilization that emerged
successfully by utilizing available natural resources was the Indus River Valley civilization.
In the Indus River Valley civilization, the core activity along the fertile basin of the
Indus River was agriculture which spiraled trade and economic activities in the area.
The level of food security later promoted trade and influenced early Indian Arab trade. The
Arabs to the western part of India would trade for food with the Indians in exchange for other
commodities. In conclusion, the major lesson here is that Kenya can develop a level of
self-sufficiency and financial security which can emanate from agriculture by leveraging
the use of available natural resources.
Besides financial security, another relevant lesson is positive work ethos. Ethics
comprises a set of universal standards applicable and common to many cultures. One
example of poor work ethos is lateness in work. Another example of poor work ethos is
procrastination at work. In Kenya especially a negative work ethos example is
dishonesty and stealing from your employer.
The poor work ethos is common among less productive employees. This is
brainstormed in the Dunning Kruger effect theory stating that the unproductive
employees or people with low ability at a task tend to paradoxically overestimate
themselves.
Good work ethos is evident in the ancient Egyptian civilizations. It is believed that the
pyramids have an accurate base measure of 440 cubits by 440 cubits. Although it remains
in question, whether really the ancient Egyptians build the pyramids, this level of accuracy is
a depiction of good work ethos.
Another example of civilizations with a strong belief in positive work ethos of dedication
and attention to detail is the great wall of China, which was constructed during the
Ming dynasty covering a staggering 21,196kms.
The final example of positive work ethos is evident in long-term visionary thinking. This
philosophy is common in the counties of the European Union. The same philosophy was
extended to the construction of the famous Spanish church Sagrada Familia in
Barcelona which has been under construction and in maintenance for 136 years.
In summary, Kenya could learn and borrow these principles of positive work ethos
such as doing visionary thinking, dedication to work, accuracy in construction and not
cutting corners.
Closely associated with work ethos is the lesson on Eunomia or good order. In the Greek
context, Eunomia refers to governance according to good order. It could also extend to
proper conformity and almost utilitarian cohesion of people with their designated rules. In
ancient civilizations, evidence of Eunomia or good order existing was extended to
proper city planning. Historical findings from the very ancient Indus River Valley
civilizations revealed that good order existed in the Architectural designs. Each house in the
Indus River valley civilization had a court and a proper sanitation system that led
refuse out of each homestead. Provided that good order exists, there are less likely
scenarios of unrest and unruly behavior.
The final lesson that Kenya can learn is about trademarks. In the business context, a
trademark is a sign or any set of symbols distinguishing the product from other products.
Modern-day trademarks include the Apple phone devices home button, various car design
languages, and even the set of symbols and colors on Blue Band margarine packaging.
A common example of the ancient civilizations’ trademarks includes architectural
designs and sculptures. A trademark served as a landmark or unique approach to doing
things that informed foreigners about a certain civilization of their authentic way of
doing things. An example of a trademark in the Indus River valley civilization was the
public bath and the use of bricks for house construction.
Another trademark common to the Ancient Greek civilization and Indian empires was
the sculpture built in reverence and respect to the Deities.
Key trademarks in the Islamic Indian civilization were the Islam architecture of houses
and domes in the mosques. Other trademarks common in Greece include the naked
Olympic runs and the smearing of olive oils in fights.
The final trademark that was common in some civilizations included the approach to
writing. Ancient early writing texts could also serve as trademarks to specific
civilizations because of the unique approach they offered. Examples of early-writing
form trademarks include the Indus River valley Sanskrit writing approach,
Mesopotamia’s Cuneiform writing approach, and Ancient Egyptian Hieroglyphics.
Sanskrit’s writing style seems to have a close resemblance to the modern-day Hindu
approach to writing.
Key take ways have also been explained in African civilizations. Ancient Egyptian
civilization was characterized by its own writing style known as hieroglyphics. This writing
style has been instrumental in the preservation of Ancient Egyptian history. The writing style
is proof that civilization indeed did exist. The final lesson from this is that Kenya should
always record its key landmark events in writing and not rely on word-of-mouth oral
traditions as a means of preserving history.
Another lesson that Kenya can learn from Ancient African civilizations is Patriotism and
Afropolitanism. Afropolitanism means an initiative undertaken by every African youth in
developing a sense of national belonging and patriotism. An interesting tale of
Afropolitanism is evident in the case of Mandinka’s empire Samouri Touré. For sixteen
years, Samouri Touré resisted the French colonialists in the Mandinka empire of west Africa.
His strong sense of trying to achieve supremacy rule is a lesson that Kenya can learn from
ancient African civilizations. Simply put, if the colonialists are invading your independent
rule, then forceful resistance is the way to go to preserve your independence.
In addition to Patriotism, Kenya can also embrace the teaching of unity. In the Asante empire,
various mechanisms were evident in unifying the empire. This included the king, the legend
of the golden stool, and the Odwira festival. Odwira festival was used to settle disputes and
pay homage to the king. Similarly, the king in the Buganda kingdom was also a symbol of
national unity. One more important lesson from the Buganda kingdom was the hierarchical
arrangement of roles. In this kingdom, every person in the traditional government was handed
a specific role. The army head’s role was different from the king’s or the council of elders.
This level of organization in the centralized form of government explains the reason for the
Buganda kingdom lasting over a long period. Kenya can embrace this lesson by ensuring all
government officials are conversant with their roles and there is no duplication of roles.
In conclusion, Kenya could identify a key cultural phase that serves as a trademark to both
the Kenyan and International society. If the Indian trademark is seasoned spicing in food
and a culture rich in dance and music, Kenya could identify a key cultural practice or
approach to doing things to be nationalized that will continue to live and be part of the
Kenyan culture.

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