The term "disciplinary" in literature has been employed to evoke a spectrum of ideas ranging from strict institutional control to transformative intellectual practice. In texts by Dewey, for example, it is used to describe educational or training methods that are so regimented they may stifle inquiry and personal growth, as when mere application becomes an end in itself or when it suppresses rational discussion [1][2][3][4]. By contrast, Nietzsche employs the phrase to denote a powerful, almost liberatory thought process—the "great disciplinary thought"—suggesting that embracing such rigorous ideas can confer both the strength to redefine values and the destiny of ruling races [5][6]. Paramahansa Yogananda's writings further illustrate the dual nature of "disciplinary": at times, it is an oppressive force in environments like dreary schoolrooms [7], while at others, it serves as a transformative catalyst—whether as the metaphorical "disciplinary hammer" or as a spiritual practice akin to "disciplinary yoga"—that shapes personal and cultural evolution [8][9][10]. Even in narrative contexts, such as Chekhov's depiction of military enforcements [11] or discussions of structured study in historical analyses [12], the word underscores the complex interplay between control, training, and the potential for profound change.