Neuroscientific Perspective of School-Based Yoga and Mindfulness Education

The aim of the chapter is to present evidence for the use of neurophysiological tools in recent years for the scientific assessment of the benefits of novel pedagogical practices based on yogic traditions such as mindfulness and Yoga. The chapter notes that in recent times, there has been a shift towards incorporating more holistic practices such as Yoga and meditation in education, and that there is scientific evidence to support the positive effects of these practices on emotional and cognitive development. It argues that the goal of modern education, as reflected in models such as social emotional learning (SEL) and social, emotional, and ethical learning (SEE), is to develop an all-rounded development of the personality, which is also a goal of Yoga. The chapter also mentions that many of the movement-related aspects of Yoga-based practices engage certain areas of the brain, such as the basal ganglia and cerebellar circuits, that support executive functioning and procedural learning. It also highlights the importance of two key components of self-regulation, effortful control (EC), and executive function (EF), which undergo significant growth during the preschool years. The chapter argues that a framework for education based on yogic traditions could be developed, which would align with the promotion of autonomy and development of a rational mind. This chapter argues that through history and education across the globe, the central concept of the ‘promotion of autonomy’ of an individual, leading to the development of a rational and logical citizen, is noteworthy.