 Throughout his career, Dewey described processes and patterns evident in active problem solving. Here, we consider three: inquiry, knowledge, and truth. There is, Dewey argued, a “pattern of inquiry” which prevails in problem solving. In “Analysis of Reflective Thinking” (1933, LW8) and LTI (LW12) it has five phases. Explicitly disavowing categorical divisions between emotion and reason, the initial phase of inquiry begins (1) with a feeling of something amiss, a unique and particular doubtfulness; this feeling endures as a pervasive quality imbued in inquiry and serves as a kind of “guide” to subsequent phases. Next, because what is initially present is indeterminate, (2) a problem must be specifically formulated; problems do not preexist inquiry, as typically  assumed.[28]  Next, (3) a hypothesis is constructed, one which imaginatively utilizes both theoretical ideas and perceptual facts to forecast the possible consequences of various operations. Next, in phase (4), one reasons through the meanings involved in the hypothesis, sizing up the implications or possible contradictions involved; frequently, what is discovered here requires a return to an earlier phase (to reformulate the hypothesis or even the  problem).[29]  Finally, inquiry comes to a close with phase (5), acting to evaluate and test the hypothesis; here, it is revealed whether a proposed solution solves the problem, or to put it LTI’s terminology, whether inquiry has converted an “indeterminate situation” into a “determinate one”.