Within Dzogchen, the presence of a qualified teacher is regarded as indispensable because the entire path turns on a direct, living introduction to the nature of mind, rigpa. This “pointing-out” instruction (ngo sprod) is not understood as a mere explanation, but as a specific mode of transmission in which someone who abides in rigpa reveals that same primordial awareness in the student. Texts and conceptual analysis alone are said to be insufficient for this recognition; without such introduction, practice tends to remain at the level of ideas or ordinary meditative states. The teacher thus functions as the gateway through which the tradition’s central experiential insight becomes accessible.

The importance of the teacher is also bound up with the notion of lineage. Dzogchen emphasizes an unbroken continuity of realization, passed from master to disciple, which safeguards the authenticity of the view and methods. Through transmission—whether described as empowerment, blessing, or reading transmission—the teacher carries forward not only words but a living current of realization. This continuity is regarded as essential for the teachings to be effective rather than merely theoretical, and it is the teacher who embodies and communicates that continuity.

Because the distinction between rigpa and ordinary mind is extremely subtle, the teacher’s role in clarification is crucial. Practitioners can easily confuse calmness, blankness, or refined conceptual states with genuine recognition, and a teacher helps to discern these errors. By resolving doubts, correcting misunderstandings, and tailoring pith instructions to the student’s capacity, the teacher protects against deviations such as spiritual materialism or reliance on intellectual understanding alone. This guidance is not a one-time event but an ongoing relationship that supports the stabilization and maturation of awareness.

Finally, the teacher serves as both mirror and safeguard for the practitioner’s unfolding experience. By confirming or questioning the student’s reports of realization, the teacher helps to prevent extremes of inflation or discouragement. At the same time, the teacher’s own conduct and presence demonstrate how recognition of rigpa can be integrated into all aspects of life, rather than confined to formal meditation. In this way, the teacher’s blessing, instruction, and example converge to make authentic Dzogchen practice possible, from initial introduction through the deepening and integration of natural awareness.