I have not read the journal paper yet but I have a concern: people saying they get angry frequently in a survey is not the same as people actually getting angry frequently.
What if those who overestimate how frequently they get angry also overestimate how smart/intelligent they are?
Studies from the lab (or using surveys) hide certain aspects of human behavior and so I feel a lot of research work (mostly in the wild) is needed before generalizing (even correlational conclusion such as this).
Passing a bill is certainly a small step forward but the focus should be in the implementation (like in every other thing) and the details within it. Factors such as the provision and quality of teacher training, resources for teachers to integrate CS in the classrooms, support for students to work on meaningful projects rather than dry, academic projects, and job prospects will probably be more influential in making this a "forward-thinking" step.
The restlessness and questioning (epitomized when he leaves Buddha) that results in a fascinating journey of self-discovery and openness to experiences has been inspirational.
Time and workload is certainly necessary to consider. However, removing parts of existing curriculum may not be the best way.
Considering the fact that computers have pervaded across domains, we could try integrating computational thinking with these domains. For example, you could teach Chemistry using simulations and modeling. It would deepen learning and, if the curriculum is well-structured, provide students the opportunity to learn computational thinking (within the context).
Integrating computational thinking in the existing curriculum has several benefits:
1. Deepen learning of the subject content: Enables active learning and knowledge construction
2. Learn programming concepts in the context: This is especially beneficial for students who have no prior programming experiences.
3. Not increase additional workload: Computational thinking (or as DiSessa puts it: "computational literacy") is a literacy skill like reading and writing. Here, we are proposing to use computers as a tool to think with.
This requires a lot of effort including providing professional development for teachers, restructuring curriculum, and supporting stakeholders through flexible implementation opportunities.
We should look at how we can improve the ROI for education.
Millions across the world, especially in developing countries, drop out of school because they (and/or their guardians)
see no benefit from long-term investment in education. Others who somehow manage to stay in formal institutions are exposed to decontextualized education that they cannot realize their full potential.
There will be many different solutions to it. One of them could be a large-scale, technology-immersed learning system that teaches a broad range of topics to students through a vocation. The vocation could be decided based on the learner's interest and the local resources. For example, in northern Nepal, child walk through perilous snow-covered hills and mountains to recover Yarsagumba ("Himalayan viagra"), a fungus with aphrodisiac and medicinal value. Instead, the kids can be educated progressively in details about different aspects surrounding Yarsagumba - mountain climbing, biological systems, business, marketing (where they could sell the collected Yarsagumba), greenhouse and high-tech farming systems, technology, etc. - without disturbing their Yarsamgumba collecting activity.
This is a simple example. Since a diverse topics are being taught and practiced, learners would not be restricted in the same vocation.
It is a review of work in mindfulness and consumption. It is slightly deeper (but also academic).