A final issue worth addressing concerns the idea—directly linked with the hard-wiring thesis and edorsed by both evo-conservatives and evo-liberals1—that traditional moral education (for example, through the teaching of ethics) is psychologically ineffective, particularly in the short term. I do not aim to provide a definitive answer to this complex problem here; however, I will offer some general reflections and discuss a few recent studies that point to a more optimistic view, though further comprehensive research remains necessary. As discussed at the beginning of the book, several scholars have recently argued that efforts to improve people’s epistemic and moral capacities through traditional means (like education) are largely ineffective and likely doomed to failure (Haidt 2001; 2012; Persson & Savulescu 2017; 2019; Klenk & Sauer 2021; Levy 2021). Rather than promoting or improving people’s reasoning and decision-making abilities by reducing biases, prejudices, or self-interested motivations, some scholars contend that it would be more effective to ‘bypass’ conscious reasoning by leveraging biases, heuristics, selfish motivations, and other cognitive limitations to achieve desired behavioral outcomes (Banaji & Greenwald 2013; Sauer 2019; Thaler & Sunstein 2008; Levy 2021).