Arguments are being made that teaching the humanities in college prison programs is an effective way to bring moral education to inmates. Implicit in this approach to dealing with recidivism are two assumptions. The first is that morality and moral behavior can be taught. The second is that the humanities can teach moral reasoning skills. In this paper, the author argues that it is false to assume that morality can be "taught" and that increased moral sophistication will reduce recidivism in a causal sense. The author argues that the humanities are probably helpful in dealing with recidivism but not because they can be used for moral education of inmates. He argues instead that the humanities may improve the way inmates "map" the world and their places in it. It is this improved mapping that may help with reducing recidivism. 4 references. (Author abstract)