chinese geomancy ancient china wisdom Geomancer, Feng Shui Master Jon Sim 

Classical Feng Shui School

Traditional Classical Feng Shui practice are separated into two main groups San He and San Yuan.

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San He and San Yuan are two classical schools of traditional Feng Shui that had carved out the path to most of today's Feng Shui practices.

School of Feng Shui

Traditional or Classical Feng Shui practice can be separated into two main groups: San He and San Yuan. These two classical schools of traditional Feng Shui have carved out the path to most of today's Feng Shui practices.

San He (in Chinese meaning three harmony) considered the oldest form of Classical Feng Shui has been around since the Tang Dynasty. They formulate their system based on the surrounding environment - the mountains, rivers and landforms. They study and analyze the formation of "Qi" in the environment; making use of landform features (e.g. Mountains and Vegetation) to manipulate on their influences.

San Yuan (in Chinese meaning 3 cycles) was later found towards the end of the reign of the Ming Dynasty. They formulate their system basing it on the aspect of time. In San Yuan, the flow of "Qi" is identified to be in cyclical order. They study and calculate the pattern quality of "Qi" that changes through time, tapping into the beneficial influences of "Qi" when they are in their optimal and avoiding them accordingly when they are at their most harmful.

Though of different schools, they work around a similar core of principles and theories. Their system revolve around the studies of the Physical Environment, 5 elements, Time, Location and Direction. The key difference is their agreement of priority. San He focuses more on the unchanging Physical Environment, making use of landforms to manipulate the influences of "Qi". San Yuan focuses more on Time, to adapt to the changing influences of "Qi" accordingly. Today, the combinations of both classical studies are being used widely. From San He and San Yuan, we see the development of newer systems.

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