T o challenge the Taiwan Ministry of Education's (TMOE) dominant enforcement of a personenvironment fit model, the Chinese Career Research Center incorporated yin-yang alternation principles from the Classic of Changes (I Ching, Yi Jing or ) to develop the model of career development touching the sky yet grounded (TSG) and corresponding practice guidelines, a career website (CCN), and four career service projects. Using Lewin's (1946) cyclical-spiral process of action research, CCN and TSG service projects were promoted to complement the TMOE's fit model, and feedback was utilised to revise our TSG model and its applications. Yin-yang alternation principles and the four stages of chien (the creative) from the Classic of Changes were applied to develop social action strategies. Social change was indicated by counsellors' and students' changes in their career views, as well as the TMOE's direct financial support for TSG service projects. This progress is encouraging for whoever is interested in developing culture-inclusive indigenous psychology with practical outcomes.Keywords: career development, career counselling, Chinese philosophy, Classic of Changes (Yi Jing), indigenous psychology Social Problems and Research PurposesIn this fast-paced world, change has become the only certainty in most people's career path. Both Miller (1995) and Trevor-Roberts (2006) point out that the career congruence model from modernism has limitations in coping with career uncertainty. Empirical evidence supports how individuals' career development has been gradually shifted from a traditional linear pattern to boundaryless/protean patterns (Bussolari & Goodell, 2009;Forrier, Sels, & Stynen, 2009;Harrison, 2006;Stoltz, Wolff, Monroe, Mazahreh, & Farris, 2013), within which certainty and perceived continuity needed to be constructed by recognising or appreciating change (Adams, 2006;Pryor & Bright, 2003a). Career development has been reframed as a process of choosing an educational or occupational route for 'identity investments' (Wijers & Meijers, 1996). Meanwhile, the Taiwan Ministry of Education (TMOE) has been promoting a focus on higher education's function in vocational practicality in training to Address for correspondence: Changhua City, Changhua County, 50058 Taiwan. Email: gushliu@cc.ncue.edu.tw meet the job market's needs ( ). The TMOE has also sponsored a career website, the Career and Competency Assessment Network (UCAN), and enforced its use in all colleges and universities in Taiwan. Additionally, employability has been listed as one criterion to evaluate the performance of colleges/universities; hence, many colleges/universities have revised their academic curriculum to meet the job demands of business and industry. As a result, college-level academic teaching has in some ways become job skill training. The focus of college career assistance has also dramatically shifted from career exploration and development to vocational decision-making and employability enhancement.A similar TMOE policy has been enforced in ...

Our Virtue Existential Career (VEC) model aims at complementing western modernism and postmodernism career theories with eastern philosophy. With dialectical philosophy and virtue-practice derived from the Classic of Changes, the VEC theoretical foundation incorporates merits from Holland typology, Minnesota Theory of Work Adjustment, Social Cognitive Career Theory, Meaning Therapy, Narrative Approach Career Counseling, and Happenstance Learning Theory. While modernism considers a matched job as an ideal career vision and prefers rational strategies (controlling and realizing) to achieve job security; postmodernism prefers appreciating and adapting strategies toward openness and appreciates multiple possible selves and occupations, our model pursues a blending of security and openness via controlling-and-realizing and appreciating-and-adapting interwoven with each other in a dialectical and harmonious way. Our VEC counseling prototype aims at a secular goal of living on the earth with ways and harmony (安身以法以和) and an ultimate end to spiral up to the wisdom of living up to the way of heaven (天道) with mind and virtue (立命以心以德). A VEC counseling process of five major career strategies, metaphorical stories of qian and kun, and experiential activities are developed to deliver VEC concepts. The VEC model and prototype presented in this research is the product of an action research following Lewin's (1946) top-to-down model. Situated structure analyses were conducted to further investigate the adequacy of this version of VEC model and prototype. Data from two groups (one for stranded college graduates and the other for growing college students) revealed empirical supports. Yang type of career praxes tends to induce actualization, which resulting in realistic goals and concrete action plans; yin type of career praxes tends to increase self-efficacy, which resulting in positive attitude toward current situatedness and future development. Acceptance and dialectic thinking often result from yin-yang-blending career praxes. Growing developers benefit from a strategy sequence of yang-yin-synthesized; stranded developers from a strategy sequence of yin-yang-synthesized. Our contributions and limitations are discussed in the context of developing indigenous career theories and practices for a globalized and ever-changing world.

T he Virtue Existential Career Model (VEC) is a Chinese career development model based on the Classic of Changes. It is designed to supplement the person-environment fit paradigm of Taiwan's 12-Year Basic Education for junior high school students. We adopted an action research approach with two parts, reflection-on-action and critical-emancipatory. An easy-to-use VEC career curriculum and a career information system (Career Genesis; CG) were developed by a team of staff members from government agencies (Tainan Department of Education and Student Counseling Centers), junior high schools, and the Chinese Career Research Center of National Changhua University of Education, Taiwan. The outcome of this project was strong on fostering interconnectedness. Implementing our VEC curriculum and CG to 30 junior high school students received statistically significant immediate increases in resilience, adaptation, and liking of career decision. The feedback and reflections suggest that mandating, attracting, and simplifying are useful strategies to promote our VEC model as well as to facilitate social change and create a multiple-win situation for all parties involved. This approach also follows the tao ( ) of the Classic of Changes to provide new knowledge.Keywords: career theory, career counselling, Chinese philosophy, indigenous psychology, career information system, Classic of Changes (Yi Jing) Taiwan has been transforming into a knowledge-based economy (also known as knowledge economy, frequently discussed with issues of informationalism, information revolution, knowledge sharing, knowledge management, intellectual capitalism; Al-Hawamdeh, 2005;Chen & Chiu, 2005;Hu, Lin, & Chang, 2005;Shie & Meer, 2010;So, 2005). The Organization for Economic Cooperation and Development (OECD) defines a knowledge-based economy as 'economies which are directly based on the production, distribution and use of knowledge and information' (OECD, 2005 novating have become common occupational capacities at all levels and in all lines of work. In sum, workers need to acquire, utilise, and innovate upon their knowledge creatively. Aligned with the international trend of educational reform emerging in the era of knowledge-based economies, Taiwan has gone through educational reform during the past decades (I-ru, 2012;Lin, 2004). In 2014, Taiwan's Ministry of Education (TMOE) implemented its second education reform, the 12-Year Basic Education ( ), following the mandatory education requirement of 9 years, which began in 1968. The new reform is meant to encourage junior high school students to explore their abilities and interests before making their educational and career decisions for the 10th grade. With this agenda, career guidance, a subset of general education in junior high school, becomes a focus. Junior high schools are asked to promote career guidance courses and apprenticeships, and to embed career elements into regular courses so that The Wisdom of the Classic of Changes students can explore their career development and be exposed to s...