The early emphasis on the teachings as the ultimate guide reflects the Buddha’s profound trust in the transformative power of the Dharma. It was a model of self-reliance balanced by interdependence — a recognition that while one must tread the path alone, true friendship provides the fertile ground in which awakening takes root.

In the centuries following the Buddha’s Parinibbāna, the simplicity of this communal model began to shift. The growth of monasteries, the systematisation of teachings, and the complexities of emerging traditions necessitated the development of formal roles such as preceptor (Upajjhāya) and teacher (Ācariya).

This evolution was pragmatic: as monastic communities expanded, hierarchical structures ensured discipline, the transmission of knowledge, and the preservation of texts. Yet, over time, the teacher-student relationship became increasingly centralised. By the time of Vajrayāna Buddhism, the guru-disciple dynamic had assumed a sacred prominence, with the guru regarded as essential to enlightenment.

While these developments enriched Buddhist traditions with depth and diversity, they also risked diminishing the Buddha’s original emphasis on personal verification. The Dhammapada’s call — ‘You yourselves must strive; the Buddhas only point the way’ — was softened by a growing dependency on teachers to interpret and embody the path.

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