I was agreeing with you while simultaneously pointing out that you, like the folks you're criticizing, are conflating a constructivist model of learning with a handful of specific approach to teaching derived (mistakenly, IMO) from that model.

Just don't throw the constructivist baby out with the bathwater. :)

As a counterpoint, the Logo programming language[1] is an example of a well-executed pedagogical approach informed by constructivist thinking.

    [1]: http://en.wikipedia.org/wiki/Logo_%28programming_language%29