The Paris Declaration (OECD, 2011) on Promoting citizenship and the common values of freedom, tolerance and openness to cultural diversity and intercultural understanding includes an understanding of one’s own cultural identity and heritage within local and national contexts of diverse cultural identities and heritages, languages, traditions, and social relations. Dewey (1909) suggests that one of the best ways of learning from history is to see epochs in history that are alienated from citizens’ current lives that, in the here and now, touch all that citizens know and do. Alienation gives citizens and young people the chance to imagine how and why particular interests were furthered at the cost of others, and to identify what goods, and instruments of production were of value, by who, and which virtues were most treasured. Classics is an ideal programme of study that allows alienation and critical analysis of patterns of human behaviours and attitudes through the classical disciplines. The Classics focus on the Greco-Roman world; the languages, literature, philosophy, history, religions and archaeology. Evidence reveals that interest in the classics increases if a metacognitive methodology is used that develops in teachers and students a deep awareness of the interrelationship between study and life through the development of citizenship competences, and a greater self-regulation and self-governing through the learning-teaching practices. Dewey (1910) suggests the consequences of a belief or beliefs, acts, and goods and the prioritisation of those goods, or in other words the pragmatic consequential impact of a belief or acts, or goods on a person’s life may be great. Taysum’s ABCDE is a deliberative method of meta-cognitive skills and therefore a thinking tool, rather than a one size fits all model, that facilitates interaction and cooperation between individuals and groups to guide judgements about morals, or the right or wrong thing to do in context as an evolutionary tool. The paper identifies that ABCDE is used in conjunction with a tool box that equips students and teachers to question, develop, own, and implement the deliberative method: A is sense making; A-B is developing beliefs; B-C is applying a deliberative metacognitive method for inquiry into beliefs; C-D is developing hypotheses from the methods; D-E is arriving at proof of hypotheses that are presented distilled forms as principles. Taysum’s ABCDE, applied to the classics provides a framework and tool box for citizens to gain self knowledge and become self governing.

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