Learning any type of material or any activity can be a burden for an individual. If we are dealing with individuals at younger age periods, then that burden becomes even heavier. Practice shows that students are generally not willing to learn, and there are more and more educators who are dissatisfied with the way students learn at all age levels. We should look for the result of dissatisfaction in the causes, and the task of educators should be to instruct students to primarily learn to learn. Dissatisfaction should be sought in the causes, and the task of educators would be to instruct students to primarily learn to learn. The goal of the paper is a consistent theoretical review of learning to learn, viewed through a kind of "binocular" of the author for the analysis of the problems of learning to learn, based on "listening" to practice. Using the method of theoretical analysis, we elaborated the theoretical foundations and performed an analysis of the available literature on the issue of learning to learn, observing the same in its way through permanence, determinism, integrative, multi-layered dimension, and intellectual education. reviewing the literature that deals with the issue of learning, we tried to point out the importance of the same, to develop theoretical foundations that will help all those who are engaged in educational work in developing awareness of the importance and popularization of this issue on the one hand, and on the other hand, it can represent a foundation for some future research.

The realization of inclusive education at the preschool age is an important effort within the school system of a country. It has been established that inclusive education has a stimulating effect on children with disabilities, as well as on typically developing children. Because of this, it is necessary to start with its realization at the preschool age. The paper presents the results of empirical research conducted on a sample of 763 parents of children attending preschool institutions in the territory of eastern and southeastern Serbia, which were collected using an assessment scale specially constructed for this research. Bearing in mind the importance of the formation of positive attitudes of parents as key actors in the upbringing of typically developing children, who should represent to their children a model of adequate behavior towards persons with developmental disabilities, the research aims to examine the attitudes of parents about inclusion in the system of state preschool institutions. It was established that the majority of parents recognize the most significant advantages of inclusion and the prerequisite for achieving inclusion in the context of institutional preschool education. When it comes to obstacles to achieving inclusive education, it was found that parents recognize them to a lesser extent. Also, it was established that there are statistically significant differences in parents' responses to certain items concerning the variables of gender, age, and level of education. The findings of this research can represent a good starting point for improving existing institutional practice in the context of inclusive education.

The Jewish cultural tradition, which within the framework of the Bosnian habitus went through stages - from assimilation, concretization, activation, and even fusion - represents a paradigm of intracultural processes in the complex Bosnian society. These processes take place through various interactions, which have not been bypassed by local literature, and are representative of one part of the literary oeuvre of Isak Samokovlija. Based on the theoretical starting points of intercultural interpretation and psychoanalysis, the work questions Samokovlija's short stories in which the characters act through the suppressed own versus the foreign. This is especially expressed in the stories “Od proljeća do proljeća” (From Spring to Spring) and “Plava Jevrejka” (The Blue Jewess).

In this paper, we will look into the work of Laura Papo Bohoreta, a Sephardic author who lived and created in the first half of the twentieth century. Given that all her works are written in her native Jewish-Spanish language, our goal in this work is to point out the specifics of her creativity, in order to bring it closer to a wider readership. We especially aim to emphasize her enlightening role, and the role of guardian of tradition, culture, and language which she created and inherited. A particularly important segment on which her overall creativity is based is the role of women in society at that time. With this work, we will show how Laura Papo, through her female characters and their struggle, paved the way for Sephardic women to achieve their intellectual development and the process of affirming a woman outside her home.

Mental health, along with physical and social well-being, constitutes the general health of an individual, and it is considered that there is no health without mental health. According to the dual model of mental health, the mental state of an individual does not depend solely on the presence of a diagnosis of mental illness, but also on the subjective feeling of well-being. This means that a person with a mental disorder or illness can have good mental health and vice versa. New approaches in the protection of mental health and the treatment of people with mental illnesses are based on the principles of empowerment, recovery, social inclusion, human rights, multidisciplinarity and multisectoral cooperation. The aim of this paper is to present the concept of recovery of people with mental health problems, starting from a holistic understanding of mental health. Recovery is understood as a process that involves an individual who has hope and is aimed at overcoming psychological suffering, but also experts who shape and conduct their professional procedures with the aim of creating conditions for increasing the well-being and productivity of the individual. Also, the approach to recovery is incorporated into the development and organization of modern Community mental health care services. Under this aspect, the paper will present the development of psychiatric care and Community mental health services on the example of Centers for mental health in Bosnia and Herzegovina. Despite the knowledge and clear documents that focus on mental health care and support services for everyone in the community, there are significant challenges in implementing that type of mental health care system.

The Zionist magazine Židov was published every Friday from 1917 to 1941 in Zagreb and was the only such magazine in the Kingdom of Yugoslavia. In addition to reports on socio-political events in Yugoslavia, Palestine, Europe, and the world, the magazine also contained various cultural contributions, polemics, advertisements, as well as obituaries, deaths, weddings, births, and other notices. A special column entitled "From Yugoslavia" contained information on the activities of Jewish municipalities in Yugoslavia, regardless of whether these municipalities were of Sephardic or Ashkenazi origin. Ashkenazis were behind the Zionist magazine Jew, but its articles also covered Sephardim. In this paper, the author analyzed the articles received from Bosnia and Herzegovina and published in the magazine Židov between 1917 and 1941.

In Sarajevo, since the formation of the Jewish religious community, the religious education of children has developed simultaneously. First, four-grade elementary schools, where mostly male children went, came forward. Later in the 17th century, Talmud-Torah secondary school was developed, while Yeshiva was only formed in the second half of the 18th century. Until the establishment of the Belgrade Yeshiva by Rav Yehuda Lerma in 5395 (1635) and the Sarajevo Yeshiva by Rav David Pardo in 5528 (1768), there were no rabbinical schools in the territories of the Western Balkans and neither rabbis. In the Kingdom of Serbs, Croats, and Slovenes, later the Kingdom of Yugoslavia, there was a need for qualified personnel for the religious education of Jewish children and youth according to general laws, in lower and secondary schools. On June 13, 1928, the Jewish Secondary Theological Seminary was opened, which began operating on November 25, 1928. The Seminary operated until 1941, when it was closed on April 6 by Nazzi Germans. The paper aims to present the development of Jewish religious education from the arrival of Sephardim to Sarajevo in the 16th century until 1941. To show the importance of the development of rabbinic and Talmudic studies in Bosnia and Herzegovina, as well as the reputation of Sarajevo's Jewish religious schools in Europe and the world.

Zdenko Lešić, one of Bosnia and Herzegovina's most prominent literary theorists, published two novels in the period following the war: Sarajevo Tabloid (Split 2001) and About Tara (Sarajevo 2004). While the first novel, in the words of the author himself, can be read as a „contemplation of eternal human suffering, which tragically repeated itself in besieged Sarajevo” (2015:283), About Tara is a tragic family story from the immediate wartime past written through the experience of radical displacement in South Korea and the encounter with the Buddhist teachings. Relying on theoretical works about trauma fiction, this article aims to explore the novel About Tara as a polydiscursive text that reflects upon the possibilities of overcoming a traumatic experience through the Buddhist principle of compassion (karunā).

Jewish literature in Bosnia and Herzegovina between the two world wars is not the result of a peaceful weaving of tradition, but a constant struggle of different forces that made certain writers and their works important and famous, and marginalized others. The founding of the Jewish newspapers in Bosnia and Herzegovina between two world wars opened the possibility for public debate, polemics, and numerous literary contributions in the Judeo-Spanish and Serbo-Croatian languages. These newspapers show how a field of Jewish literature was formed and how the success of some writers and the oblivion of others was influenced by what we can conditionally call political and which is always present in the structure of the field as a force that regulates, directs, and shapes it.

Upbringing is a complex life process of building and developing a human being following his/her characteristics. For the process of upbringing to culminate in the formation of intellectually and morally complete and independent people, the question has always arisen as to what it is that makes it effective. The main intention of this paper is to present and analyze fundamental educational guidelines devised and posited by famous philosophers of antiquity –Socrates, Plato, and Aristotle who focused on achieving personal autonomy, without neglecting the fundamental characteristics of socially acceptable frameworks of morality. The paper will present the development of fundamental educational ideas in antiquity, with special emphasis on building the authentic individual and the citizen as one of the main instruments of upbringing both in the past and today.