The paper provides detailed analysis of each stage of a Scaleable Rubric (SR) of ABCDE. The first and fourth stages (a&d) are presented here and examined in detail in the paper. The SR emerged from critical engagement with John Dewey’s ideas. The findings from a pilot study from Trinidad and Tobago and a pilot study from England with seasoned educational leaders will be read through the rubric. The first stage, A was sense making of a professional challenge. The SR was: a) identify a challenge that presents disposition of fear with aim to replace fear with virtues through to d) use the impact data to further improve their own moral training to identify challenge that presents disposition of fear with aim to replace fear with virtues for innovating institutions for equity and renewal. The Second stage was A-B where sense making informed beliefs and connected with the logical ideals or forms (logos) accessed through regressive abstraction. The SR was a) ask good questions to address the challenge; through to d) build capacity for replacing fear with virtues through inviting humans to make an informed choice about whether they want to be enlightened or not. The third stage B-C, a deliberative method was implemented to test beliefs often with missing information. The SR was: a) describe and understand fear in the private personality located within social aims and institution through to d) individuals who choose not to be enlightened are aware of who they can talk to in public surgeries to represent their interests for equity and renewal. The fourth stage was C-D where hypotheses are developed and tested to verify current thinking, or exchange misconceptions for the truth, and identify historical geographical and statistical source(s) of fear in institutional customs. The SR was: a) identify historical geographical and statistical source(s) of fear in institutional customs through to d) renew institutions’ customs for full and free interactions and cooperation. The fifth stage was D-E where principles emerge from the hypotheses, the deliberative method, the beliefs and the sense making. The SR was a) identify how fear connects with democracy in education in terms of a partial and distorted system or full and free interactions and cooperation through to d) all members of community know how to construct associations within and between all societal institutions and hold all governance systems to account through public interrogation of progress on deliverables in published manifestos.

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