As individuals have recently become more frequent in our society, it is believed that individual violence against others can be prevented through empathy learning rather than knowledge education in schools. In this paper, virtue, such as empathy, is that humans with desires have given meaning to external situations, and even though it benefits the owner of the framework of meaning, not others, it is recommended as a virtue to others, and attempts to find a way for individuals to do virtue toward others based on F. Nietzsche's idea of deceptively recognizing themselves. This is because Nietzsche analyzes how a moral interpretation framework for moral phenomena occurred based on the fact that humans perceive it from a perspective. First, based on Nietzsche's perspective perception, individuals should examine the contents of their belief framework, which evaluates meaning and value in external situations in order to pursue their own desires in order to be able to do virtue to others. Nevertheless, schools educate individuals to look at the world as a framework of meaning of others rather than to alleviate their own framework of meaning. Individuals whose consciousness resides within this framework result in the formation of their own existence within the framework of semanticization of the desires of those in power as a result of education. Second, as the framework of meaning of a powerful person in school is regarded as a goal to reach, an individual wants to have a relationship with the desire of a powerful person and others who seem to match the framework of meaning of this desire. Of course, he does not have this desire, nor does he correspond to the framework of meaning to pursue this desire. However, he is under the illusion that his vanity can be satisfied by having others by his side who seem to conform to the framework of semanticization of the powerful, the master of society's desires, thereby enhancing the value of his existence. And in fact, he cannot overcome his own pain by himself, but wants to be comforted by others. At the same time, he also wants to be comforted by others. This is why individual existence itself acts as violence against others. This is the individual's exercise of multiple violence against others. Third, in this paper, I think we should be able to recognize that individual suffering is nothing more than a thought in school. This is because an individual relates to the outside world in a way that immediately means external events in order to escape from not being pleasant without recognizing pain at a level that he can be conscious of as pain. Accordingly, schools propose to provide an experience in which individual consciousness can reach nothing. This is because the outside world cannot be grasped by human ideas, and when individual consciousness reaches nothing, the possibility of an individual's relationship with existence itself opens up. The results of this paper suggest that the concept of virtue will be redefined in schools. Virtue should mean the level that an individual does not harm others. And this is not realized by packaging and recommending it to others while benefiting oneself, but can be realized by taking away the framework of meaning to oneself and not attracting external situations including others into the framework of meaning to others. Based on the core of Nietzsche's human perspective perception, examining how humans perceive the world as a result of knowledge education in schools will also be a revelation of school education and the behavior of the public's self-deceptive perception, which has been carried out for the public from modern to modern times.