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I den här utökade ledaren vill vi lyfta fram sex publicerade bidrag som ingår i tidskriftens särskilda tema om högre utbildning och det professionella omdömet. Vi sammanfattar några av bidragens övergripande teser kring begreppet och presenterar våra egna reflektioner. De publicerade bidragen visar, som vi ser det, på att frågan om hur man utbildar omdömet är central inom olika professionsinriktade högskoleutbildningar. Bidragen lyfter olika dimensioner såsom utmaningen med att ta in praktiken i högskolans lokaler, exempels betydelse för att få i gång en reflektionsprocess och omdömets rumsliga och tidsliga aspekter. Alla bidrag presenterar också olika former för att arbeta med det professionella omdömet inom högre utbildning och vi har i den här inledning valt att samla några “goda råd” som man kan hittar in bidragen. Avslutningsvis ställer vi frågan huruvida det professionella omdömet är hotat inom den högre utbildningen. ENGLISH ABSTRACT Can Professional Judgment be taught? In this extended editorial, we highlight six published contributions that are part of the journal’s special theme on higher education and professional judgement. We summarize some of the overall theses of the contributions and even present our own reflections on the subject matter. The published contributions show that the question of how to educate the professional judgement plays a central role in various professional training programs. The contributions bring out different dimensions, such as the challenge of incorporating professional practice into university teaching, the importance of using examples for initiation of reflection, as well as the temporal and spatial aspects of judgement. All contributions also present different approaches when it comes to addressing and cultivating professional judgement in higher education. Thus, we have chosen to collect some “good advice” from the texts in this introduction. Finally, we pose the question whether professional judgement is threatened within higher education.

Having the possibility to experience meaning in artistic settings is a human right. However, several studies show that structures and norms may prevent human beings from participating in artistic and cultural activities. Moreover, it is not given that all forms of participation offer meaningful experiences, something which puts a great responsibility upon organizers of artistic events. The current study is based in a project where elderly people were given the chance to participate in processes of development and performance of collaborative contemporary dance. The specific aim of the study was to describe and analyse the phenomenon of the meaningful body based on a phenomenological approach. To get access to the dancers’ lived experiences, six participants were interviewed. The transcribed interviews were analysed in a phenomenological manner. The analysis resulted in three themes, which together describe the phenomenon of the lived body, namely: the intertwined body, the border-crossing body, and the body feeling at home. The themes are related to phenomenological philosophy regarding aging, awareness, existence, and aesthetic experience, as well as to art education situations and societal norms. Keywords: elderly dancers, meaningful body, phenomenology, intertwinement, border-crossing, joy Webpage photo: Anders Larsson