Some theorists hold that the human perceptual system has a component that receives input only from units lower in the perceptual hierarchy. This thesis, that we shall here refer to as the encapsulation thesis, has been at the center of a continuing debate for the past few decades. Those who deny the encapsulation thesis often rely on the large body of psychological findings that allegedly suggest that perception is influenced by factors such as the beliefs, desires, goals, and the expectations of the perceiver. Proponents of the encapsulation thesis, however, often argue that, when correctly interpreted, these psychological findings are compatible with the thesis. In our view, the debate over the significance and the correct interpretation of these psychological findings has reached an impasse. We hold that this impasse is due to the methodological limitations over psychophysical experiments, and it is very unlikely that such experiments, on their own, could yield results that would settle the debate. After defending this claim, we argue that integrating data from cognitive neuroscience resolves the debate in favor of those who deny the encapsulation thesis.

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Der vorliegende Beitrag stellt die Bedeutsamkeit emotionaler und transformationaler Führungskompetenzen im Kontext inklusiver Schulentwicklung sowie allgemein im Rahmen eines transformationalen Schulmanagements dar. Daran anknüpfend werden als Praxisbeispiele zur Weiterqualifizierung ein Master-Fernstudiengang für Schulmanagement sowie ein in weiterer Entwicklung befindliches digitales Leadership-Training für Schulentwicklung vorgestellt. Letzteres fokussiert insbesondere die Förderung emotionaler und transformationaler Führungskompetenzen, welche wesentlich dazu beitragen können, inspirierend zu motivieren, kollegiale Beziehungen gewinnbringend zu gestalten und adäquat durch inklusive Schulentwicklungsprozesse zu begleiten..Abstract This article presents the significance of emotional and transformational leadership competencies in the context of inclusive school development and in general in the context of transformational school management. Following on from this, a Master's-distance-learning-course for school management as well as a digital leadership-training for school development which is in further development will be presented as practical examples for further qualification. The latter particularly focuses on the promotion of emotional and transformational leadership competencies, which can make a significant contribution to inspiring motivation, creating profitable collegial relationships and adequately accompanying through inclusive school development processes.

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