Summary. In determining the place of thinking in experience we first noted that experience involves a connection of doing or trying with something which is undergone in consequence. A separation of the active doing phase from the passive undergoing phase destroys the vital meaning of an experience. Thinking is the accurate and deliberate instituting of connections between what is done and its consequences. It notes not only that they are connected, but the details of the connection. It makes connecting links explicit in the form of relationships. The stimulus to thinking is found when we wish to determine the significance of some act, performed or to be performed. Then we anticipate consequences. This implies that the situation as it stands is, either in fact or to us, incomplete and hence indeterminate. The projection of consequences means a proposed or tentative solution. To perfect this hypothesis, existing conditions have to be carefully scrutinized and the implications of the hypothesis developed--an operation called reasoning. Then the suggested solution--the idea or theory--has to be tested by acting upon it. If it brings about certain consequences, certain determinate changes, in the world, it is accepted as valid. Otherwise it is modified, and another trial made. Thinking includes all of these steps,--the sense of a problem, the observation of conditions, the formation and rational elaboration of a suggested conclusion, and the active experimental testing. While all thinking results in knowledge, ultimately the value of knowledge is subordinate to its use in thinking. For we live not in a settled and finished world, but in one which is going on, and where our main task is prospective, and where retrospect--and all knowledge as distinct from thought is retrospect--is of value in the solidity, security, and fertility it affords our dealings with the future. 1 It is most important for the practice of science that men in many cases can calculate the degree of probability and the amount of probable error involved, but that does alter the features of the situation as described. It refines them. Chapter Twelve: Thinking in Education