 Dewey’s conception of inquiry is intended as a general model of reflective intelligence: we struggle with problems in all sorts of areas of human experience, including art and ethics. Accordingly he rejects non-cognitivism about values and holds that values can be true or false in his pragmatic sense, responsive to reasons and corrigible in the light of experience. He argues that we should generally think of values as reflective responses to problematic situations, with the aim of providing means for what Dewey calls their “directed resolution” (most fully in these terms in the late work,  Theory of Valuation  (LW13)). As his treatment of art within this framework suggests, Dewey’s view of problem-solving is far from being only narrowly “practical”. Practical inquiry encompasses instrumental reasoning about means: so if we our path to the beach is blocked by a giant rock (the problematic situation) we can reflect on what it would involve to take another route, to climb the rock, to dynamite it, etc., (and can imaginatively rehearse the options). But it also includes reflective criticism of ends: if the journey now has to include arduous rock-climbing, we may reconsider how important our end of getting to the beach is. Inquiry as practical judgment involves reflecting on, and revising our ends, in the light of what is involved for us in achieving them, and this often leads us creatively to transform our values and to develop new ends. 