Peter Denning kritisiert die schwammige Definition von computational thinking seit 2006 und die oft damit verbundenen, unbewiesenen Versprechungen (Problemlöseargument).

My critique is aimed not at the many accomplishments of the movements to get computer science into all schools, but at the vague definitions and unsubstantiated claims promoted by enthusiasts. Unsubstantiated claims undermine the effort by overselling computer science, raising expectations that cannot be met, and leaving teachers in the awkward position of not knowing exactly what they are supposed to teach or how to assess whether they are successful.