Classical schools are currently experiencing a period of growth and influence like never before, thanks to the unique strengths they offer. Central to these strengths is their commitment to incorporating the transcendentals of Truth, Goodness, and Beauty into every aspect of school life. These schools understand that culture matters and proudly highlight this as their defining feature. As a result, school leaders often focus on the key elements that shape a strong school culture, such as curricula, pedagogy, reading lists, uniforms, and more. They encourage faculty and staff to focus on the nobility and purpose of their work, believing that a flourishing school culture springs from a unified vision of the good they are striving to achieve and the methods they use to pursue it.
However, while this focus on vision is important, there is a critical flaw in the way many school leaders approach the cultivation of culture. While vision is essential, it is not enough on its own. As Peter Drucker famously said, “Culture eats strategy for breakfast,” and a strong strategy can falter when the culture is not strong. The mistake many classical school leaders make is to prioritize vision over the necessary structure and discipline that actually create a healthy school culture. They place too much emphasis on the ends (the ideals) and not enough on the means (the actions and behaviors that drive success). Classical education leaders, passionate about the intellectual and philosophical ideals they defend, often struggle to translate those ideas into consistent, sustainable practices because they are more comfortable with abstract concepts than with the messy, complex world of human relationships.
This tendency to prioritize vision-casting over concrete planning and disciplined operations can be seen in the way some classical schools operate. While many leaders are deeply committed to the ideals of classical education, they often fall short when it comes to the practical aspects of implementation. They might be able to eloquently defend the classical ideal, but they struggle to build the structures needed to make that ideal a reality.
For a school to truly thrive, a shared vision of the good is essential. The leaders of classical schools must be clear about the goals of education and communicate them regularly. However, achieving these goals requires more than just a common understanding of the desired end. A healthy, thriving school culture is not just sparked by vision—it is sustained by consistent behavior. School culture is formed by the accumulation of small, intentional actions and interactions among faculty, staff, and students. The real ethos of a school is shaped by the day-to-day relational dynamics that take place behind the scenes.
The “art of living together” is central to building a strong culture. This is not a sentimental or abstract concept; it is the practice of forming genuine bonds of trust, where vulnerability is welcomed, mistakes can be made, and differing perspectives are openly shared. It’s about creating an environment where conflicts are resolved professionally, decisions are made collectively, and accountability is seen as an expression of mutual respect. True culture is built on clear expectations, transparent tracking of progress, and a sense of shared responsibility for both successes and challenges. It is about fostering a community where individuals work together, support each other, and embrace the discipline required to achieve the school’s vision.
As Pat Lencioni observes, genuine culture cannot be manufactured. It is not something that can be conjured through rhetoric or devotion alone. To understand the true culture of a school, one must observe how the adults within that institution treat one another—particularly the leaders. The way leaders interact with their colleagues day in and day out speaks volumes about the culture of the institution. This is where the ideals of Truth, Goodness, and Beauty either take root and shape behavior or remain abstract, theoretical ideals.
A successful classical school is one where these ideals are not just taught in the classroom but are lived out in the relational life of the school. When the values of classical education are absorbed into the fabric of school operations and interactions, they become more than just lofty ideas—they become a lived reality. This is what makes classical education not just an academic exercise, but a deeply humane, relational, and disciplined way of living and learning.