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  1. Yoram Harpaz (2012). Back to Knowledge. Inquiry 26 (3):39-46.
    The article follows the conceptual path made by the teaching thinking movement. It emerged as a reaction to the explosion, obsolescence, availability, and relativity of knowledge, as a call to teach thinking instead of knowledge, and returned to knowledge in the form of the third approach to teaching thinking — teaching for understanding. Understanding knowledge is the essential, perhaps even sufficient, condition for good — effective, critical and creative — thinking.
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  2. Yoram Harpaz (2011). Back to Knowledge: The Ironic Path of Teaching Thinking. Inquiry: Critical Thinking Across the Disciplines 26 (3):39-46.
    The article follows the conceptual path made by the teaching thinking movement. It emerged as a reaction to the explosion, obsolescence, availability, and relativity of knowledge, as a call to teach thinking instead of knowledge, and returned to knowledge in the form of the third approach to teaching thinking — teaching for understanding. Understanding knowledge is the essential, perhaps even sufficient, condition for good — effective, critical and creative — thinking.
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  3. Yoram Harpaz (2010). Conflicting Logics in Teaching Critical Thinking. Inquiry 25 (2):5-17.
    The article aims at (1) organizing the theoretical ideas of critical thinking on the basis of an overall and systematic conception of education, (2) exposing tensions and contradictions in the various conceptions of critical thinking and (3) suggesting a directing principle for the teaching of critical thinking. In order to achieve these far-reaching aims, the author projects “The Cognitive Map of Instruction” developed by Zvi Lamm on the discourse of critical thinking. Through this “map” it seems that all sub-trends of (...)
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  4. Zvi Lamm & Yoram Harpaz (2000). Lahats Ve-Hitnagdut Be-Hinukh Ma Amarim Ve- Sihot.
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