I□mo□ernt□mes,theconce□tofRenZ□aDeBe□Yuanc□□tinuestoberele□an□indi□cussionsa□outethics,psych□log□,and□umanbehavior.□trais□s□□portantquestio□□aboutthe□at□reof□orali□y,t□er□l□ofeducatio□inshapingcha□acter,andthepote□tialforper□onalgrowthandtr□ns□orm□ti□n.Ps□c□□lo□i□□sandneurosc□□ntists□avealso□xplo□edthebi□□ogicalandps□chologi□□lunder□in□□ngsofh□mannature,□□eddingn□wli□h□o□t□eag□-olddeba□□aboutwhet□□□hu□ansareinherentlygoo□□revil.□> Inmoderntimes,□□econceptofRenZh□DeBenYuancon□i□uestob□relevantindis□u□sionsabout□thics,psychology,and□umanbeha□ior.Itraisesimp□rtantqu□stionsabo□tt□enature□fmora□ity,theroleofeduc□t□oninshapingch□racter,andthepoten□ialforperson□□□rowthandtransformation.□syc□o□o□□s□sand□e□ros□ientistshav□also□□□□or□dthebiol□gicalandpsychologicalunderp□□n□ng□□fhuman□ature,□heddingne□lighto□theage-olddebateabout□het□erhumansareinherentl□g□od□rev□□.<□p□<□>Inmoderntimes,theconc□ptofR□nZhaDe□enYuan□ont□nuest□bere□evantindiscus□ionsa□outeth□cs,psycho□ogy,□nd□um□nbehavior.I□□ai□esi□p□rtantques□ionsabou□□he□atureofmoral□□y,th□roleofeduc□tioninshapingcha□□ct□r,andthepotentialforpers□nal□ro□□h□ndtrans□□rmat□on.Psy□hologists□ndneuroscienti□tshavealso□xplor□□□h□biologicala□□□sychologicalunderpin□in□sofh□mannature,shed□ingnew□i□htontheage-olddebat□abou□whetherhu□ansarein□er□ntlygo□dorevil□