In terms of moral and philosophical rules of human behavior, Aristoteles regarded those who were doing wrong as those who lacked self-control or some but weak will. Such a person still has educational hope. Those who seek pleasure while watching those who are doing wrong were regarded as those who have no hope at all. From a moral psychological point of view, A. Ellis considered that an individual's medium that simply responds to external stimuli was placed in a reasonable or unreasonable belief depending on differences in belief systems or interpretation methods. There is a difference in understanding in the moral character of human restraint, will, and beliefs, and there is an ambiguity in the area of moral behavior according to the individual ability of the interpretation method. In the field of moral education, it is necessary to more clearly analyze the discussion of these ambiguous areas and to study the work of expanding the understanding of ambiguous areas. The implications of this study are teaching and learning strategies for the formation of human moral beliefs. First, the similar concepts and distinctions between emotional and rational actions were clarified. Second, it distinguished the concept of irrational and rational beliefs in the area of cognitive development and provided an expansion of understanding of the structure of rational beliefs in the area of emotional development. Third, by distinguishing the negativity and positivity of emotions, it provided a distant state of mind between positivity and negativity. Fourth, by refuting irrational beliefs, teaching and learning techniques for conversion as rational beliefs were provided.