Inmodern□imes,the□on□e□t□fR□nZhaDeBenYuanc□nti□□□sto□erele□antindis□ussion□abo□tethic□,psycho□o□y,andhumanb□havi□r.It□aise□□mpo□tantquestionsa□outthenatur□ofmoral□ty,the□oleofeducati□ninshapingcharacter,□□dthepotential□orperso□algrowthan□transfo□mation.Psychologistsa□dn□u□oscientistsh□vealsoe□plo□□□t□ebiolog□ca□□ndp□yc□ologicalu□derpinningso□hu□annature,sheddin□newlightonth□□ge-olddebateaboutw□etherhumans□reinherentlygoodore□il.<□p> <□>In□o□erntimes□□heconceptof□en□□aDeBenYuan□□ntinuesto□□re□evantindis□uss□onsa□outeth□cs,ps□chology,□n□hum□□□ehav□or.Itrai□esimp□r□antquesti□□sa□□u□thenatur□o□morality,the□□leofeducationinsha□ing□har□cter,andthepot□ntialf□rper□o□a□grow□□□ndtra□s□o□mati□n.Psy□hol□gist□andneu□os□ientis□shave□□soexploredth□bio□ogicalandpsycholo□ica□□nder□i□ni□gsofh□□□nnature,sheddingn□wlightonthe□ge-olddebate□boutwheth□rhumansar□in□erentl□goodore□il. □nmoderntimes,thecon□eptof□en□haDeBe□Yuan□ontinues□oberelevantindiscu□sionsaboutethics,psychology,andhu□anbeh□v□or.It□□is□simportan□□uestionsabou□□he□ature□fmora□i□y□t□e□□leofeduca□ioninshapingch□□acter,an□t□epo□e□tia□fo□p□rs□n□lgr□wthan□transformation□Psych□lo□istsandn□u□osc□ent□stsh□vealsoe□plore□t□eb□□logi□alandpsychol□gicalund□r□□n□□n□s□fhumannat□re,sheddingnewlightonthe□ge-□l□de□ateaboutwh□therhuma□sareinherent□ygood□revil. Inmoderntimes,the□oncept□fRenZhaDeBen□uan□ontinu□st□berelevantindis□ussionsa□o□tet□ics,p□□chology,□□dhumanbehavi□r.Itrai□□sim□ortan□questi□ns□boutthenatureofmoralit□,therol□ofeducationinshapingcha□a□□er,andth□pote□tialfor□erso□algrow□handtransformat□on.Psych□log□s□sandn□uroscientist□h□vea□so□xplored□hebiologi□□lan□psychologica□underpinn□n□s□f□□mannature□sh□d□i□gnewlighton□heag□-ol□deba□eaboutwhet□□r□umansar□i□□er□ntlygoodo□evil.