What would you call the topic of "why are there 12 notes to the octave?" "why is the perfect fifth the most consonant chord?" "why do we use equal temperament?"
Look, I agree that they should be. I have literally had discussions with one of my PhD supervisors (who taught acoustics) about how much better some students would understand some of harmony if they started with some acoustics! But they aren't, so if one is going to redefine common uses of terms, at very least this should be explained in detail to the student prior to use.
My call on this stuff is always determined by "What will help my student learn most efficiently, without frustration or confusion". That article fails badly on that count.
The point is to make music. And the most practical way to do so is to teach instrument technique, intervals, scales, chords, and melody. Not low-level acoustic phenomena.
To make an (imperfect) programming analogy, you are proposing to teach low-level computation when most students would benefit from some Python, if/else statements, and functions. Not memory allocation and assembly. They're useful someday, but less useful when your first goal is to simply write a program.
Is it? Why?
If you have an alternative reason to learn music and to start learning through acoustic phenomena then let's hear it.
Most people don't get into molecular gastronomy if they don't intend to cook a meal. And I'm going to go out on a limb and say that 99% of aspiring cooks shouldn't learn cooking via that discipline without first starting with something more practical and immediate.
The example I'm most familiar with is Carnatic and Hindustani music, where there are theoretically 22 tones per octave, and in fact the tones in most cases actually cover a range of frequencies rather than a single one. Nevertheless, the most common and most popular music from those traditions tends to only use about 7 tones per octave (equivalent to a western "scale"), and they still have a very central for tone ratios like 3/2.