The 3rd FEN WORKSHOP class
I conducted the 3rd FEN WORKSHOP class last weekend on 14-15 April 2018. Once again, I’m pleased with the successful completion of the class, by looking at the positive and joyful faces around, and the students’ enthusiasm to learn more from me.
All, except one, attended the UCMHP or LifeQuest course earlier. I could sense the apprehension look on some faces when the students came to the class, probably with a pinch of scepticism and fear, thinking like “I hope I could finally learn something useful in Ron’s class” on their minds. I assured the students what they’re about to learn from me, is a total different experience – something that they could apply to their EON/FEN analysis. And they could quickly build their profiling knowledge through regular practises. I also told them that they could continue to post questions and/or share their profiling views with me and other fellow FEN students in their FEN COMMUNITY WhatsApp chat group. This is my commitment (to the best of my abilities) to provide a lifelong learning hub for my students, where different views are shared and explained, and new discoveries and techniques are explored, including analysing external methods and identifying the underlying reasons for better clarity. You get to enjoy all these benefits and more, for a reasonable course fee.
I could feel the enthusiasm and excitement of the students as I encouraged questions, and prefer doing live case studies anytime during my class. The negative vibes soon disappeared and came the outpouring of questions, including irrelevant ones to the topics discussed.
In adult-learning environment where students have different sets of experiences, maturity, curiosities, and needs, it is equally essential to provide information to enable them to analyse charts with wider perspectives. That said, positive trainer-student interactions in class, to clarify and exemplified various techniques through live case studies are important, for better understanding and applications.
“BINGO,” shouted one student. That excitement came after I’d analysed his chart, and told the class about the ‘not so loving’ relationship with his Wife, and probably the marriage could be of conveniences rather than typical couples falling in love. I shared and explained the different ways to analyse the Relationship charts.
Passing exams. For those with schooling kids, the hot topic is whether their kid has the smart genes to pass their exams, like the PSLE (Primary School Leaving Examinations) for 12-years old kids, and GCE ‘O’ Levels for the secondary school teenagers.
I also advised not to rely too much on the LifeCode patterns and symbolic ornaments promoted by other trainers, due to its potential detrimental health effects when wrongly applied; and unrealistic assumptions that it is a lifelong remedy to harmonise the life energies of every person, forever. On the contrary, it could manifest more negative and unwanted energies than doing good for a person. A lifelong LifeCode solution is debatable and questionable as the influencing energies vary every year. That is why we don’t face the same issues or symptoms every year, be they on our health, wealth, or career. The more practical and immediate approach is to understand how the periodic energies could impact and affect us. That is to say, apart from knowing what the Birth Code’s guiding signs are, it is beneficial for us to know how the Periodic Codes (like Annual Code, Daily Code, and Relationship Code) could influence us today.
The key essence of the course is on the Five Elements principles, and of course, the visualisation techniques that I’ve formulated and shared with the class. By being more observant and opening our eyes wider, it is so easy and fast to correlate the characteristics of nature to the elements and numbers in a person’s chart. Students learned that a chart should be analysed with perspective profiling, and not looked upon from a myopic view, like just checking on number patterns only to conclude assumed and identifiable traits. For example, we shouldn’t always assume if we see a chart with 8-4-3 (or 4-8-3) pattern, we could confidently conclude that the person would eventually divorce their spouse, if he or she is married. Likewise, we shouldn’t assume a female to be a confirmed mistress if she has the 2-7-9 or 7-2-9 pattern, like one trainer confidently proclaimed in his YouTube videos.
Hence the importance of knowing that there are two sides to a coin, and many ways to look at a number or patterns.
Whether we want to look at the positive or negative sides, depend on what we want to focus at. While most of us enjoyed embracing favourable manifestations and hearing the good things consciously, there is still the fear of the negativity lurking in our subconscious mind; and the need to know what it is, so we can be prepared. Sadly, many trainers prefer using this kind of fear-tactic profiling approach, as it is often easier to convince potential students to learn from them on the extreme negative impacts, and charging them at unreasonably high course fees.
I’ve shared various extended techniques in class. It’s time now for the FEN (Five Elements Numerology) students to practice and apply the information they’ve gained in class, and build the knowledge to better the profiling skills. And they need not to worry about the lack of profiling confidence, as help is always on hand, from me and fellow students, to discuss and share our profiling views through the FEN COMMUNITY WhatsApp chat group.
If you’re keen on attending the next class and have attended UCMHP, PON, Visiber, or LifeQuest courses earlier, email me at SunTzu@2796@gmail.com to pre-register.
Regards, Ron WZ Sun
