Be authentic!

Series: The master-disciple relationship

Be authentic!

The injunction resonates everywhere. It headlines self-help books, scrolls across trendy blogs, and has now become central to communication strategies. Propelled by social media algorithms, authenticity – the “real” – has become an omnipresent value.

Authenticity is central to Buddhist and Dzogchen teachings and encompasses multiple dimensions, which are often quite different from those emphasized today. These traditions understand authenticity not only in terms of the qualities expected of teacher and disciple, but also through the relationship that bonds them and the fundamental principle of transmission on which it is based.

Regarding the master, tradition does not reduce his or her authenticity to personal or moral qualities. An authentic master is above all the living holder of the lineage’s teachings and blessings; she or he is the one through whom the transmission is embodied and perpetuated. His or her authenticity is therefore measured neither by charisma, style, nor by the impression she or he makes, but by the uninterrupted continuity of the transmission. The authentic master is the one who, when the conditions are right, shows us the Great Perfection, having fully realized it himself or herself.

As for the disciple, authenticity first reveals itself in the sincerity of their commitment and the openness of their mind, and their ability to receive the teaching without allowing expectations, projections, or inner resistances to influence it too heavily. Easy to say, more difficult to achieve…

 “It is at this precise moment that the authenticity of the relationship ceases to be merely an injunction or an abstract ideal. Instead, it becomes a living space in which the nature of the mind can be recognized ” 

How many of us recognize ourselves in those uneasy moments when, in our encounters with our teacher, we become aware of our confusion, the lack of clarity in our intention, our longing to be appreciated, or our fear of rejection ? At times, we may find ourselves striving at all costs to receive transmissions – ideally “the most ultimate” ones – while paradoxically dreading the very commitment they entail.

Nothing new “under the tradition” : as long as ignorance, anger-aversion, desire-attachment, jealousy, and pride remain, our relationship with the teacher serves as an unvarnished mirror of our illusions, revealing without compromise our tendencies and blind spots. Yet, at all times and in every circumstance, the teacher always points to our primordial nature and the path that allows us to recognize it.

This is where the preliminary practices, specific to the gradual path of Dzogchen, reveal their full importance. The master-disciple relationship is neither conventional nor merely pedagogical; it forms the living foundation of the transmission. As long as one’s view remains confined to intellectual understanding, an authentic connection cannot arise.

As Nyoshul Khen Rinpoche reminds us in his commentary on Jigme Lingpa’s The Lion’s Roar: “Based upon these fictitious beliefs, beings develop pride and a solidified notion that they themselves exist as a separate entity. This is an aspect of what is known in the Dzogchen teachings as “conceptual ignorance” (Tib. kun brtags ma rig pa, pronounced  kuntag marigpa), the second of the three types of ignorance. Out of this basic ignorance, based on the notion that we exist as a separate entity, the whole play of attachment and aversion springs forth”. [1]

An authentic relationship with a master is based on exchanging and discussing views. Therefore, a prolonged period of observation, which can last several years, is essential before committing to the deeper dimension of transmission. As Mila Khyentse Rinpoche points out in this regard: “It is crucial to take the time to observe one another before fully committing into this relationship. This is a fundamental point: there is no universally perfect master. Each individual must discover the one who is truly right for them”. [2] This period of observation also allows the student to refine their discernment and truly experience the master’s authenticity, while the master evaluates the student’s genuine motivation and readiness to receive initiations [3] and fully commit to the path of realization. Thus, genuine transmission is founded neither on haste nor on authority, but on preparation and trust. As Mila Khyentse Rinpoche puts it: “The relationship between master and disciple, teacher and student, is normally one of balance, and the meeting occurs where each one stands.” [4]

More traditionally, an authentic relationship is said to arise when the devotion (Tib. mos gus, pronounced mögü) of the disciple meets the blessing (Tib. byin rlabs, pronounced jinlab) of the lineage, transmitted through the master.

This devotion, and the respect it inspires for the master, should in no way limit our need for exchange and clarification. Questioning certain instructions or discussing our views with the master is not an affront. On the contrary, it is essential to avoid engaging in practices that we do not yet fully understand.

Similarly, accepting that the master reveals our obstacles and challenges us regarding our errors in view and practice is indispensable on the path to realization, as Nyoshul Khen Rinpoche teaches: “It is said in the buddhadharma teachings that it is better to be aware of a single fault than to know a hundred things. If we are unaware of our faults and mistakes, then eventually they will creep up on us and destroy our practice, like bandits lying in wait to attack. In general, we are always babbling on and on about “the essence,” mumbling this and that about “awareness,” about “Dzogchen,” about so many things. There is no end to what we can talk about; there really isn’t any limit. But if we remain unaware of our faults and mistakes, they will come back to haunt us. They will wait patiently, and one day we will discover errors and diversions in our practice”. [5]

He finally emphasizes that embarking on such a path of transcendence without authentic devotion or complete trust in lineage’s blessing exposes one to more obstacles than accomplishments. “Lacking pure vision (Tib. dag snang, pronounced  danang), faith, and appreciation for the teachings and the lineage, such persons’ connection with the teachings can be damaged and their understanding and experience will be obscured. This can lead to having erroneous and even negative attitudes toward the Dzogchen teachings, and these may remain as obstacles on the path for many lifetimes. It is like giving something extraordinarily valuable to a young child to play with. Not understanding its value, after a while the child will become bored with that precious object and look for other things to play with. For this reason, an authentic teacher will know when the student is ripe to be introduced to Dzogchen”. [6]

It is at this precise moment that the authenticity of the relationship ceases to be merely an injunction or an abstract ideal. Instead, it becomes a living space in which the nature of the mind can be recognized.

[1] The Fearless Lion’s Roar Profound Instructions on Dzogchen, the Great Perfection Nyoshul Khenpo Jamyang Dorje. Commentaries on Jigme Lingpa’s The Lion’s Roar. Snow Lion Boston & London 2015, p. 148 (Kindle version).BACK

[2] A l’école du Dzogchen. Entretiens de Ludovic Fontaine avec James Low, Geshe Lhundup, Mila Khyentse Rinpoche, Philippe Cornu. Éditions Almora, 2024, pp. 56-57 – free translation from the French version.BACK

[3] The tradition emphasizes that it is impossible to understand, experience, and realize the teachings without receiving the reading (”wind”) of instruction (Tib. lung, pronounced loung), the empowerment (Tib. dbang, pronounced wang), and the crucial instructions (Tib. man ngag, pronounced men nak) from an authentic master. BACK

[4] Op. cit., A l’école du Dzogchen (…), p. 55 – free translation from the French version.BACK

[5] Op. cit., The Fearless Lion’s Roar (…), p. 194 (Kindle version).BACK

[6] Op. cit., The Fearless Lion’s Roar (…), p. 198 (Kindle version).BACK