Applying the lessons of St. Benedict in leadership
This is the opinion of Br. Denys Janiga, OSB, a monk of St. John’s Abbey and a Benedictine Fellow at SJUFaith
In the Benedictine tradition, leadership is not about power and prestige—it is ultimately about service. Saint Benedict’s Rule offers a vision of leadership rooted in humility, listening, and care for others. Although it was written for monastics, the Rule has significance for student leaders. Whether serving as resident assistants, club presidents, team captains, or peer mentors, students can find in the Benedictine approach a guide for leadership characterized by respect, compassion, and shared purpose.
The abbot (prioress/abbess in women’s communities) is the cornerstone of Benedictine leadership. In Chapter 2, regarding the qualifications of the abbot, Benedict describes the abbot as one who “is believed to represent Christ in the monastery.” This involves the imitation of Christ’s servant leadership. Chapter 64, states that the abbot “should aim more at being loved than feared.” The abbot’s role, then, has a pastoral dimension that entails showing care and concern for each member of the community. Student leaders can take from this that true leadership is measured not by the quantity of people that follow, but by how faithfully we serve the good of those entrusted to our care.
The abbot’s first duty is to listen. In Chapter 3, he must “convene the whole community” on important matters. Even seeking the opinions of the youngest monks, because “the Lord often reveals what is best to the younger.” Listening deeply and respectfully to others is an ideal of Benedictine life. In a college setting, this means developing a culture where every voice is valued—where decisions emerge from dialogue.
A student leader who listens well creates a community where people feel seen and heard, which can build trust and cooperation.
Benedict also emphasizes balance and moderation in leadership. The abbot must tailor his leadership style to the needs of each monk. Pastoral sensitivity like this can help student leaders see that fairness does not necessarily mean sameness. Leading a diverse group requires empathy, adaptability, and an awareness that each person brings gifts and struggles. A Benedictine leader, like the abbot, strives to see Christ in each individual and to respond to them accordingly.
In a world that often prizes ambition and self-promotion, Benedict offers a radical alternative: humble leadership. The abbot’s authority is derived from God and not from his own personal merit or power. He is to lead by example, showing compassion, patience, and understanding instead of domination and pride. Humility is the only way that the abbot can represent Christ. Likewise, student leaders are called to build up their communities, to guide gently, and to seek the flourishing of all instead of personal recognition.
Benedictine leadership is rooted in stability and prayer. The abbot’s service is sustained by his vows to the community and to a way of life focused on God. For students, this might mean grounding leadership in values, reflection, and purpose—allowing time for prayer, silence, or mindful discernment before acting. Leadership that flows from equanimity is more likely to be wise, patient, and compassionate.
For a Benedictine, then, to lead is to serve and to serve is to love. Benedict’s approach to the abbot invites student leaders to see their roles not as ladders to climb but as opportunities to wash the feet of others.
