 The result is a ‘problem-centred pedagogy’ which looks to pragmatist epistemology understood as the theory of inquiry for its structure. The teacher begins by facilitating contact with some phenomenon which proves genuinely puzzling to the students, then guides them through a cycle of inquiry which (if all goes well) resolves the problematic situation to the satisfaction of all present. This cycle of inquiry includes as stages: articulating the problem and questions which might need to be answered in its resolution, gathering data, suggesting hypotheses which might potentially resolve the problem, and testing or otherwise evaluating those hypotheses. Opening up the classroom to such ‘live’ thinking generates unpredictability which can be challenging for the teacher to manage, but if the genuine indeterminacy of the problematic situation can be successfully navigated, the reward will be students who have learned not just how to know, but how to think. In that regard, Dewey claimed that his writings on education summed up his entire philosophical position (Hildebrand 2008: 124). For Dewey, all philosophy was philosophy of education.