======================== Uriah the Hittite Words for Leadership Polynesian Ali’i ========================
Uriah the Hittite was a commander in King David’s army. His wife Bathsheba was seduced by King David. Through David’s treachery, Uriah was sent to the front of a battle to fight and abandoned by his men resulting in Uriah’s death. In essence David, in a fallen moral state, killed him.
Jouna Pyysalo wrote some interesting articles on this site:
He states the case that: Uriah = “leader”, “king”, “ruler” from the Luwian / Proto-Indo-European Family of languages.
Springboarding off of this, I argue that this is phonetically and semantically very close to:
Greek: οὐραῖος / uraeus
Egyptian: [jart]
...as a symbol of supreme royal power with the “king”, “ruler” etymology of Uriah.
𓂝𓂋 𓂝 𓏏 𓆗
...of the Polynesian/Austronesian language family.
Where Pyysalo sees “-ni” as a Luwian diminutive suffix, I see Polynesian “-nai”, which is also a diminutive ending (also, incidentally very similar to "-nen" in the Finnish language.)
If these words are related, how and why?
Royals/priesthood spoke different languages from commoners and employed separate language registers with some very unique vocabularies and modalities of expression that ensured the profane was obfuscated from the mundane. In them we are dealing with mystical orders / mystery religions / “secret societies” when examining the language of the nobility and religious officials. Wherever the nobles traveled, they preserved their familial ties with cousins across the sea and maintained administrative relationships through marriage, commemorative rituals, and monuments. Where stone and wood fail us, the most robust monument is the one erected in human consciousness through the combination of language, sacred movement, songs and poetry as well as the symbolic traditions associated with material culture as these can be deciphered and each medium reinforces the other modes of communication. In order to translate these memories embedded deep in mnemonic devices it is necessary to develop a vocabulary and abstract awareness of literary devices such as synecdoche, metaphor, simile, onomatopoeia, and all those vexing writer's skills commonly encountered in high school and college English courses.
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