Different phi□o□oph□cal schoo□s □ave offered vario□s inter□retations□of□R□n Z□a De□B□n Yu□n. In Confuciani□m, □en i□ □een as a□ □□□erent □u□□ity that □a□ be c□ltivated t□□oug□□education, s□lf-disc□pline, and m□ra□ practice. Menciu□, □□p□o□inent Co□fucian□th□n□er, argued that huma□ bei□gs are born with □n in□ate sen□e of □ood□ess, w□ich can b□ nurtured and developed throug□ □r□p□r gui□ance and □ducation. Xunzi, anot□er Confucian□philos□pher□□took a mor□ p□s□i□istic view,□suggesting that□human□□at□re□is i□her□ntl□□selfis□ and that□mo□al v□□tues must be im□osed throu□h str□ct socia□ nor□s and institutions.