How This Course Uses Zengshan Buyi

Your task is to classify a claim before allowing it into a reading record.

This course uses Zengshan Buyi as its principal teaching witness because the checked text supplies explicit questions, charts, reasoning, and reported outcomes that can be inspected together. “Principal” is an editorial source decision. It does not mean that every rule in the text is universal, historically original, or empirically verified.

The course source hierarchy

Priority	Evidence type	What it may support	What it may not support
1	Identified primary or classical passage	What the passage says, with edition and locator	Independent truth of a reported outcome
2	Complete reader-facing calculation, table, or chart derivation	Exact primary/changed chart, line order, assignments, and other reproducible mechanics	History, doctrine, efficacy, real-world conclusions, or forecast truth
3	Responsible scholarship or a named lineage source	Historical context or a school-specific rule, within the source’s scope	Universal consensus without evidence
4	UAYA synthesis	Teaching sequence, intake workflow, comparison, or exercise	A claim about what an earlier author taught
5	Existing site prose or an unlocated bibliography	A research lead	Authority to teach the claim as fact

When a material claim has no adequate source, narrow it, label it unresolved, or remove it.

Three cases, three boundaries

Case 00035: documented primary anchor

The source explicitly asks about clear or cloudy skies that day, gives Hexagram 3 changing to 19 at lines 2 and 5, and records an observation at the Xu hour. The narrow question makes it useful for chart construction and source-reasoning practice.

Scope boundary: historical teaching record only. It does not prove efficacy or authorize a current forecast.

Case 00115: mechanics-only reference

The source asks when 文书 would be received. It shows a hidden Parent Wu Fire line beneath bottom-up line 2 and a void condition. The source does not identify the document type, legal status, financial value, deadline, or consequences.

Scope boundary: translate 文书 as an awaited document, not an “official document.” Use the case only for its source-labelled hidden-line and void mechanics.

Source note: Case 00035—Zengshan Buyi, volume 2, 天时章第三十五, checked composite printed p. 90/PDF p. 91, CText ctp:ws157683 displayed paragraphs 996–1003. Case 00115—volume 2, 飞伏神章, printed p. 53/PDF p. 54, CText displayed paragraphs 78–85.

Source notes must sit beside claims

A reference list at the end of a page does not show which sentence it supports. Use this sequence:

1. state the narrow claim;
2. label whether it is observed, primary-source, lineage, or UAYA synthesis;
3. add the nearest stable locator;
4. state any limit that changes how the learner may use it.

Do not write “the classics teach” when one named source is intended. Do not treat an unexplained digital output as evidence; show the calculation or chart instead. Do not present a UAYA workflow as an ancient list.

Classification exercise

Create a four-row card with the headings claim, source type, locator, and limit. Add these examples:

• “Case 00035 has moving lines 2 and 5.”
• “The record proves that WWG predicts weather.”
• “UAYA uses the case as the cumulative structural example.”
• “Case 00115 concerns an official permit.”

The first is supported by the cited source and can be checked in the displayed chart. The second and fourth are unsupported and must be cut. The third is a transparent UAYA editorial choice.

Your artifact is a completed claim card. Next, apply the same discipline before a cast exists: When Not to Cast.