From Yogic Psychology to Educational Practice: A Conceptual Framework Linking Chitta-Vritti-Nirodha, Attention Regulation, and Meaningful Learning

The possibility that contemplative disciplines can strengthen attention and thereby support learning has attracted interest across educational psychology, cognitive neuroscience and school-based yoga research. Yet the classical formulation yogaś citta-vṛtti-nirodhaḥ addresses an ethical and soteriological project, not a validated theory of academic performance. This critical narrative review examines the conceptual distance and potential connections between Pātañjala yoga psychology, experimentally studied attention regulation and meaningful learning. Relevant philosophical analysis, cognitive