I know Bret Victor's work very well - it's thoughtful, thought provoking and the sort of stuff that makes me go on long walks to think further (a good thing).

I know Bret Victor's work very well - it's thoughtful, thought provoking and the sort of stuff that makes me go on long walks to think further (a good thing). Regarding state/flow... that's partially handled by the visual debugger in Python3 mode (I explain this in a beginner friendly way here: https://codewith.mu/en/tutorials/1.0/debugger https://codewith.mu/en/tutorials/1.0/debugger). There could be lots of ways to do state/flow, but implementing a very simple debugger has the additional advantage of progression: it's a powerful tool coders will come to use with professional development environments as they grow in skill. I made the debugger very much with the Alan Kay quote referenced here (https://codewith.mu/en/about https://codewith.mu/en/about) in mind. FWIW, I'm actually a classically trained musician (I trained at the Royal College of Music in London and played professionally for a number of years), and spent most of my 20s involved in music education. Music education has so much to teach computing education (although I concede I'm probably biased in this opinion) and I wanted to ape the "do the real thing, but at the right level" approach music educators (like my wife) do. She's a cellist and often runs workshops with kids as young as 5 who want to learn to play a string instrument. The first thing she does? She gives them a real string instrument (although it may be a 1/4 sized violin or cello - it's still a proper instrument) and lets them play (in both fun and musical sense of the word). It turns out that if you want to be a musician, you have to learn to do things musicians do. Likewise, if you want to write software, it's probably a good idea to learn what software developers do. Having said that, I like the innovation and shift of perspective from people like Bret Victor, so as always, it's a balancing act. We want people to learn about the rules, traditions and history of [music|coding] so they can become effective participants in the current world of [music|code] but then we also want them to innovate, experiment and push boundaries. This sense of breaking rules should definitely be part of education. I hope this makes sense... :-)