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Among the Serb people, Saint Sava was an educator, the teacher of everything in life. The authors believe that one can speak of the pedagogy of Saint Sava on the condition that the term of pedagogy is understood in its broader sense, rather than as a technical and modern term for a scientific discipline. However, any pedagogy, in its broader sense, relies on the understanding of the human essence, human life, world in which a human being lives. Saint Sava can then be justifiably viewed as a pedagogue in the sense of the contemporary rationalist educator. The primary and secondary sources of study explicitly show that Saint Sava was destined to take, through historical eras, upon himself the "deposits" of ideas, thoughts, beliefs revealing underneath, irrespective of the influences, a genuine saint, the educator of his country and his people. Sava's escape to the monastery meant his departure to the spiritual discipline, asceticism, solitary world from the realm of which comes light, brought about by laborious and strenuous exploits thanks to the Christ-like lifestyle. Terminologically, the word Christlikeness implies a human being as a genuine Christ-like being, Christlikeness of the soul, sanctity and inviolability of his personality that Saint Sava pursued. The pedagogy of Saint Sava has the characteristics of Christlikeness, which is reflected in the directly or indirectly formulated objective of the education of a human being-orthodox believer that possesses, and nurtures, Christ-like qualities. The paper includes the main characteristics of the Saint Sava's pedagogy that seeks its own essence in endlessly moving closer to sanctity through efforts, exploits, co-limitations, prayerful moods, and belief in eternal life, or, in a word, through the Christ-like lifestyle, and thereby also education of children, young, and adults in the spirit of deification and orthodox Saint-Sava-like enlightenment. From the futurological point of view, the goal of the Orthodox pedagogy for Saint Sava included an optimal implementation of implicit educational and functional tasks with the desire to nurture, through education, the traits such as philanthropy, sense of justice, truthfulness, patriotism, and the love of Christ that are almost disappearing in our era.

Parents, school and teachers are the source of stress for students, and individual differences of students are reflected in terms of the perception of stress from the aforementioned sources. Stress may significantly contribute to psychosomatic symptoms. The objective of this research is to determine the relation between the perception of stress by parents, school and teachers, anxiety as a personality trait, and frequency and interference caused by psychosomatic symptoms. The sample includes 420 students of higher grades of primary school (46.9% of school girls) whose data were collected through PEN-and-Paper Technique. The following instruments were used in the research: The Scale of Intensity of School Stress for Students, Spielberger State-Trait Anxiety Inventory (STAI), as well as Psychosomatic Symptoms Questionnaire for Children and Adolescents. Research results indicate that the subscales of perception of stress are in statistically significant correlation with anxiety as personality trait (correlations range fromr=.26 tor=.29), as well as with frequency and interference caused by psychosomatic symptoms (correlations range from r=.17 tor=.21). The highest correlations were achieved between the anxiety as a personality trait and frequency of psychosomatic symptoms (r=.43) and this trait and interference caused by psychosomatic symptoms (r=.31). Anxiety is assumed as a mediating variable between perception of stress and frequency of psychosomatic symptoms, which is confirmed by the results (for subscale stress by the teacher: indirect effect -R2 =.190, b=.513, SE=.127, p

The study presented in this paper aims to examine the frequency of psychosomatic symptoms in students and their interaction with learning strategies and techniques. In addition, it aims to examine anxiety as a personality trait and its mediation effect between learning strategies and psychosomatic symptoms, with self-regulated learning linking cognitive, motivational, and emotional aspects of learning, serving as a theoretical framework. The sample comprises 420 students, aged 13.7 years on average, with a balanced percentage regarding gender. Through a descriptive analysis, it has been established that the commonest psychosomatic symptoms are gastrointestinal, pseudo-neurological, and symptoms of pain/feeling of weakness. The results show that learning strategies are negatively related to both the frequency (r=-.22, p

Critical thinking as an ideal of higher education is particularly important in the education of prospective teachers, who are expected to be critical thinkers capable of teaching others to think critically. Critical thinking is a complex and multidimensional concept encompassing a broad range of abilities and dispositions. Different approaches to critical thinking instruction are rooted in different understandings of the concept. Authors tend to debate the relative merits of three approaches: a separate module aimed at developing general critical thinking abilities, critical thinking instruction integrated into existing courses, or a combination of the two. A Likert-type scale was used to elicit the attitudes to the promotion of critical thinking in education of a sample of 539 pedagogy and education students of the University of Banja Luka. Factor analysis identified four ways of stimulating critical thinking in higher education: meaningful learning, thought-provoking questions, exploratory teaching and learning strategies, and stimulating practice. The results indicate that most students believe critical thinking is best promoted through meaningful learning in the classroom, while exploratory teaching and learning strategies are least cited. Differences were identified between students of different study programs and different years of study. The research findings indicate that there is a need for designing new models of critical thinking stimulation while taking into account different study programs, years of study and students' needs in terms of their future careers in education.

There are several segments significant for the sociology of education in the historical genesis of ideas, starting from the fact that education had power in the society until the review of the quality of education. It is possible to illustrate the genesis of updating the sociology of education in our professional and scientific periodicals on the analysis of the journal Sociološki pregled/Sociological Review. The authors whish to examine the representation of content from the field of education, as well as the character, extensity and intensity of content in Sociološki pregled/ Sociological Review from the first edition in 1938 until today. Research retrospective of scientific and professional papers (766 bibliographic references) shows that updating and interpretation of educational topics usually participates with construction of sociology as the course, the establishment and development of sociology of education, but also the ideological and political context and its influence on the educational system as a whole.

This paper deals with the early literacy and identifies basic specificities of pre-institutional education in ancient Slavs. Moral education plays a central role among components of educational process, namely, moral virtues are handed down from generation to generation, while intellectual education boils down to learning speech, and later to understanding of quantities, through measuring, counting and calculation. The intensity of social factors influencing the upbringing of the Slavs varies. Dominant roles are played by family, religion, as well as culture, customs and tradition. In addition, there are geographical factors, especially those relating to the climate, natural specificities and geographical territory where the Slavs settled. Conversion to Christianity represents one of the most significant civilising events in the history of the Slavic peoples. It is pronouncedly processual in nature. Little is known about the first phase of Christianization of the Slavs; however, cultural heritage of Christianity is significant, especially in terms of the appearance of the first Slavic alphabet. Historical sources do not present sufficient evidence that the Slavs had their own script prior to conversion to Christianity. They probably used the tally and other mnemotechnic or magic signs before they became familiar with scripts of better developed civilizations. The serious task of the creation of the first Slavic alphabet fell upon brothers Cyril and Methodius, who created the Glagolitsa, later Cyrillic. The educational work of Cyril and Methodius had an enormous importance for the future cultural development of the Slavic peoples. Cyril and Methodius' disciples, most notably, Clement and Naum taught reading and writing in their school, in addition to providing elementary knowledge and upbringing. They taught by example, as well as through oral and written word. Thanks to the first educators and the early institutional education and upbringing, Ohrid became the centre of intense missionary work, educating the clergy from Slavic ranks. Subdeacons, deacons and presbyters prepared here were sent not only to the southwestern regions of Macedonia, but further on among the Serbs. Thanks to the disciples Clement and Naum, they spread educational and pedagogical ideas and literary work in the south Slavic countries; the educator St. Sava continued this work in the in the Middle Ages, thus laying the foundation for the coming institutionalization of education of Serbs.

Due to the fact that the number of new poorly soluble active pharmaceutical ingredients is increasing, it is important to investigate the possibilities of improvement of their solubility in order to obtain a final pharmaceutical formulation with enhanced bioavailability. One of the strategies to increase drug solubility is the inclusion of the APIs in cyclodextrins. The aim of this study was to investigate the possibility of aripiprazole solubility improvement by inclusion in (2-hydroxy)propyl-β-cyclodextrin (HPBCD) and simultaneous manipulation of pH of the medium and addition of polyvinylpyrrolidone. Aripiprazole-HPBCD complexes were prepared by spray drying aqueous drug-HPBCD solutions, and their properties were compared with those prepared by solvent-drop co-grinding and physical mixing. The obtained powders were characterized by thermoanalytical methods (TGA and DSC), FTIR spectroscopy, their dissolution properties were assessed, while the binding of aripiprazole into the cavity of HPBCD was studied by molecular docking simulations. The solubilization capacity was found to be dependent on pH as well as the buffer solution's ionic composition. The presence of PVP in the formulation could affect the solubilization capacity significantly, but further experimentation is required before its effect is fully understood. On the basis of solubility studies, the drug/HPBCD stoichiometry was found to be 1:3. The spray-dried products were free of crystalline aripiprazole, they possessed higher solubility and dissolution rate, and were stable enough over a prolonged period of storage. Spray drying of cyclodextrin solutions proved to be an appropriate and efficient technique for the preparation of highly soluble inclusion compounds of aripiprazole and HPBCD.