ABSTRACT
I would now like to draw the book to a close by returning to Chapter 1 and the questions of cognition and wisdom that were raised there. I want particularly to point to some qualities of thinking that are necessary to help us handle complexity, and to develop creativity. Sternberg (1988) has pointed out that although wisdom, creativity and intelligence overlap, they are different, and I hope the chapter will show this. First, I will briefly examine why cognition is important in school leadership, and what forms it may take. Then I will briefly illustrate different aspects of cognition as derived from my own research with heads (Raynor 2000) and finally I will discuss some of the issues that arise.
