Ultimately, through this practice, one comes to a realization of themselves as the primordial consciousness. In this way, it takes one straight to their goal. It is direct perception, clean and bare. Because awareness itself is non-conceptual and non-dual, one views life without any personality bias, so what remains is pure logic. All of life, then, can then be viewed exactly as it is. But it takes a dedicated student to realize this, one who has the refined karma to know that life is only a vehicle to develop spirituality.

Dzogchen, or HÜMÜH, is considered the highest, most secret teaching of Sakyamuni, but it is historically attributed to Garab Dorje, 55 C.E., who is considered the first to put Dzogchen into writing. In the 8th century C.E., Padmasambhava, reveling in Buddha Consciousness, brought Dzogchen to Tibet from his own enlightened consciousness. He also brought the wealth of written Buddhist Teachings from India to Tibet, and rearranged them as a vehicle for the primordial Teachings for the Tibetan People. Like Padmasambhava, Maticintin, Wisdom Master of the HÜMÜH order, brought forth HÜMÜH Buddhism from her own awakened consciousness to serve as a means of gifting the true spiritual Teachings to the Western World.

Tibetan Buddhism, the most well known form of Vajrayana, currently practices deity prayer and evocation. However, the Dzogchen teachings brought to Tibet from India, and as taught directly from Padmasambhava, did not include deity visualization. True Dzogchen, or HÜMÜH, cuts loose from all ritual, tradition, or belief. It is pure primordial awareness.

Tibetan Dzogchen is frequently referred to as part of the Nyingma School (one of the four main Tibetan Buddhist traditions), and in America and the western continent, it is expressed through the path of HÜMÜH Buddhism, but the teaching itself is not part of any tradition. Neither Sakyamuni nor Padmasambhava called their teaching Dzogchen or even Buddhist. Those names and their specific lineages with the categorized teachings are a result of students interpreting and labeling the teachings after the Teacher was gone.

Some students take Dzogchen’s teaching of non-duality, that there is no good or bad, to justify non-virtuous action. HÜMÜH, however, espouses the development of virtue because one can’t live happily in a world and advance spiritually without it. Without virtue, how can there be love? Enlightenment has to have unconditional love. It can’t be born out of anything else. Therefore, virtue has to be in the forefront. Continued...