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This article will mostly engage with arts leadership through a discussion that focuses on the arts, leadership and education, and how their convergence might have a direct impact on autonomy. Taking a meta-theoretical approach, the main argument is that arts leadership is an asymptotic state of affairs. Rather than pose art and leadership as antithetical events that necessitate forms of syntheses through identifiable contexts, the context for arts leadership represents a contiguous space where art and leadership continuously seek a mutual way of preserving their integrity in an asymptotic relationship. If this relationship turns into a synthesis, both art's autonomy and the ability to lead creatively are neutralized. The aim is to question the various implications that bring together the autonomous spheres of the arts, education and leadership, while inviting the reader to draw his or her own conclusions critically and autonomously. To clarify this approach, this article straddles across several horizons, including: arts practice as a sphere of autonomous dispositions and the political implications that follow; education as a horizon that educes - leads out - through the pedagogical exits that are offered by the arts; and art's anti-systemic pedagogy, where art's autonomy becomes a possibility of unlearning systems.

Education has always been socially conditioned. On the one hand, everything that happens in society necessarily reflects on the education process, and on the other hand, all changes in education cause changes in society. Baština journal, which used to be published by the Institute for the Study of Culture of Serbs, Montenegrins, Croats and Muslims in Priština from 1991 to 1997, and by the Institute for Serbian Culture in Priština since 1998, which has now been based in Leposavić since 1999, publishes papers in the field of social and humanistic sciences. These papers most often discuss topics in the field of Literature, History, History of Culture, Ethnology, Political Science and Sociology, and occasionally in the field of Ethnomusicology, Demography, Archeology, Art, Art History, Language, Literature and Aesthetics, while one journal issue published a special topic - Vladeta Vuković's Works. The journal has so far also included Discussions and Review, Chronicles and Composition. In this paper, the coauthors investigate the representation of education-related topics, as well as the character, scope and intensity of these topics in the Baština Journal from the first edition in 1991 to the latest edition in 2020. A retrospective study of scientific and professional papers showed that a total of 63 papers were published that directly and indirectly study education, primarily in the field of the history of pedagogy, general pedagogical topics and other education-related issues. These topics were mostly published within the History of Culture pillar. As a separate topic, Education was present only in two issues in 2007 and in one issue in 2009 and in the last two issues in 2020 within the Pedagogy course.

Despite a noticeable increase in health awareness of active participation in physical culture, the vast majority of society still does not see a dependency between health and physical activeness. Only a few consider the lack ofmovement as one of the most harmful factors. Many researches, both Polish and foreign, point to insufficient level of physical activeness among citizens of the European Union, also including Polish ones. The report was aimed atdetermining the level of declared physical activity of gymnasium and secondary education teachers from Bialski region. In addition, an attempt was made to assess the impact of such variables as sex and subject taught on the level of respondents' physical activeness. There was applied a method of diagnostic survey using an IPAQ questionnaire (International Physical Activity Questionnaire) – short version, last 7 days. The research material consisted of 221 randomly selected gymnasium and secondary school teachers from Bialski region. Due to the subject taught, respondents were divided into two groups: physical education teachers (n=76) and teachers of other subjects (n=145). The largest percentage of groups surveyed consisted of people who had a sufficient level of physical activity, whilst the one third met the criteria of the high level. Only physical activeness of moderate nature significantly differentiated groups surveyed in favour of physical education teachers. Taking sex as a criterion of division of the population surveyed, among the women, a considerable differentiation appeared in the area of walking, whereas the male population did not show significant differences only in the area of intense activity.

In this essay, [the author] comments on the current philosophical debate on educational justice. He observes that while authors like Elizabeth Anderson and Debra Satz develop a so-called adequacy view of educational justice, Harry Brighouse and Adam Swift defend an egalitarian principle. Giesinger focuses his analysis on the main objection that is formulated, from an egalitarian perspective, against the adequacy view: that it neglects the problem of securing fair opportunities in the competition for social rewards. [The author] meets this objection by expressing two basic theses: First, he argues that Brighouse and Swift themselves fail to give an adequate account of fair competition; and, second, he shows that the adequacy view provides the theoretical resources to face this problem. (Orig.)

Preface -- Chapter 1. Introduction: What is intercultural dialogue and why is it needed in Europe today? -- Chapter 2. Data and methods: A conceptual approach to intercultural dialogue -- Chapter 3. Definitions and contexts of intercultural dialogue within European policy documents -- Chapter 4. Analysing intercultural dialogue through conceptual densities -- Chapter 5. Affective rhetoric and 'sticky concepts' in European education policy documents -- Chapter 6. Conclusions and suggestions for improving European education policies.