  Without a doubt, the best known of all Peirce’s students, even including  Thorstein Veblen, is John Dewey (1859–1952).  Dewey attended Peirce’s logic class at John’s Hopkins during the years 1882 through 1883. Along with Peirce, Dewey understood the subject of logic in an extremely broad way, so that the subject in his mind, as well as in Peirce’s mind, comprised the entire topic of the methodology of the exact sciences. It is not surprising, then, that the structure of logic in Dewey’s own works in logic, viz. most notably in his book Logic: the Theory of Inquiry (1938), is a close approximation of the structure of the scientific method as Peirce understands it. Recall that for Peirce inquiry begins with an anomalous situation, in which a particular puzzle or set of puzzles is elicited from an indeterminate background. Then, by an ongoing, and in fact ultimately endless, process, hypotheses are formulated (abduction) and tested (deduction and induction). so that at each iteration of the methodological “loop,” indeterminacy as to the original anomalous situation is successively, though never totally, eliminated. Dewey’s own account of inquiry, especially insofar as Dewey considers it to be the successive elimination of indeterminacy, is remarkably akin to Peirce’s account of scientific methodology in action. Of course there are differences. Dewey often writes as though at each stage of development of the method of logic (of science) the next stage is more or less already specified; for example, at any stage of indeterminacy, Dewey writes as if the relevant hypothesis or hypotheses to test at the next stage are more or less already determined. By contrast, Peirce (although he sometimes speaks this way) more often emphasizes the creative and non-determined aspect of eliciting/developing hypotheses. Nevertheless, even despite the differences in emphasis from Peirce to Dewey, the similarities between their positions are unmistakeable.