 Dewey’s moral epistemology is contextualist.  The form of a contextual standard of value is: it solves the problem encountered in this situation (better than other imagined or tested solutions). A person may articulate the problematic features of her situation in various ways: as obstacles, confusions, conflicts, unmet needs, dangers, and so on. The test of a value judgment — whether it “works” — is whether it successfully identifies an action that overcomes the obstacles, clears up the confusions, resolves the conflicts, satisfies the needs, avoids or eliminates the dangers, and so on. The standard of success for value judgments is thus developed internally to the practices at hand, relative to people’s descriptions of their problems (HNC 199, 208; RP 173–4). Of course, hypothesized solutions may fail in practice. This may lead agents to revise their understandings of their problems, rather than just trying alternative solutions to the same problems. For example, the failure of a course of therapy may lead a doctor to reconsider the original diagnosis. The problematic features of situations are not given. Identification of the problem begins in often inchoate experiences of doubt, confusion, apprehension, frustration, distress, anger, conflict, and so forth, which call for articulate diagnosis.  Such diagnoses or descriptions of problems are open to further refinement and even radical revision in light of experimental testing in tandem with proposed solutions.