Computing science education: the road not taken

I happen to agree. Having devoted a substantial part of my professional life to put the art of designing programs into a state where it can be taught in an orderly and systematic fashion, I have become disappointed of the dominant, erosive trends. Although I am tired of the unpopular role of a perennial critic, the paper caused a flare to erupt once again, and I am here, since the afore mentioned presentation then continues: