I□moderntim□s,the□onc□□to□Re□Zh□DeBen□uanc□ntinuestoberelevantin□□sc□□□io□sa□outethic□,□sychology□and□uma□behavior.Itr□□□□simportantquestionsabou□thenatureo□moralit□□therole□fe□ucationinshapin□cha□acter□□ndthepotenti□lforpersonalgr□wt□andtra□□formatio□.Psychologistsandneu□oscient□□tsh□vea□soexplor□dthebiologic□landpsy□hol□gicalu□de□p□nn□n□sofh□mannatur□,sheddin□ne□lighto□theage-ol□debateaboutwhetherhuman□ar□i□□□□ently□oodorevil. Inmode□n□im□s,th□concep□o□□enZ□aDeB□nYuancon□inu□st□ber□□□vantind□scuss□onsabou□et□ics,psychol□gy,and□umanbe□avior.□□raisesimp□rtantq□estio□saboutth□natu□eofmo□□lity,theroleofeducation□nshapingcharac□er,an□thep□□ent□alforpersonalgro□tha□dtra□sformat□on.Psycholog□□t□andneurosci□□tistshavealsoexplor□dthe□iologicalandp□□chologicalunde□pinnings□fhum□nn□ture,sheddi□gnewli□htontheage-ol□d□bat□□b□utwheth□rhum□nsarei□herent□ygoodorevil. Inmoderntimes,theconce□tofRenZha□eB□□Yuancontinuestobere□e□an□□□dis□□ssionsaboutethics□psychology,andhumanbeha□io□.Itr□isesi□portan□que□□ionsabo□t□hen□□□reofmorality,theroleo□□du□atio□inshapin□cha□acter□andth□po□□n□ial□orpersonal□rowtha□dt□a□sformation.P□ych□□ogistsandn□uroscientistshavea□soexplore□thebiological□ndps□chological□nderpinni□gsofhu□annatu□e,sheddingnewligh□on□heage-□ld□ebateaboutwhe□□e□humans□□einherentlygoodore□i□.□/p□ Inm□dernti□es,th□c□□c□pt□fRenZhaDeBenYu□n□o□ti□uestoberelevant□nd□s□ussi□ns□bou□e□h□cs,psychology,a□dhu□anbehavior.Itr□isesi□p□rtantquestions□b□utthenatureo□□□ra□ity,theroleofeducationinshap□□gcha□□□□er,an□thep□t□ntialforperson□lgro□tha□dtransformation.Psychologis□sandneuroscientistsha□e□l□oexplor□dthebiologicalandpsy□holo□icalun□e□pinni□gsofhumannature□shedd□n□ne□lightonthe□g□-□ld□ebateaboutwh□th□rhumansareinh□re□tlyg□od□re□il.□□