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.
It is a review of work in mindfulness and consumption. It is slightly deeper (but also academic).