Within the Sōtō Zen tradition, shikantaza is regarded as a subtle and profound practice, and for that reason a living teacher is considered highly beneficial, though not absolutely indispensable. Classical Sōtō understanding emphasizes direct transmission within a lineage, where a teacher clarifies that “just sitting” is not mere quietism, daydreaming, or a relaxation technique, but an expression of Buddha-nature. This relational context helps prevent the practice from drifting into either passive nihilism or a self-improvement project, both of which miss its intent. The teacher–student relationship thus serves less as an external authority and more as a mirror, reflecting back the nuances of posture, attitude, and understanding that are difficult to discern alone.

At the same time, shikantaza is presented as fundamentally accessible: the basic instructions are straightforward—sitting upright, breathing naturally, allowing thoughts to come and go without entanglement. Many practitioners begin in solitude, relying on trustworthy texts, recordings, and other resources when a teacher or sangha is not readily available. From this perspective, a teacher is not required in order to begin or to taste something of the heart of “just sitting.” The emphasis falls instead on sincerity and continuity of practice, with the understanding that the depth and stability of realization are more likely to mature within a guided context.

The practical stance within Sōtō Zen tends, therefore, to be both realistic and aspirational: begin with whatever conditions are present, yet remain open to the eventual support of a qualified teacher and community. A teacher can help address hindrances such as restlessness, dullness, or emotional turbulence, and can gently correct tendencies to turn shikantaza into a concentration exercise or a vague spacing out. Such guidance does not create the capacity for shikantaza, which is already inherent, but refines and confirms it, aligning personal experience with the broader stream of the tradition. In this way, the presence of a teacher is best understood as strongly recommended rather than categorically required.