"Bruce's answer was pretty much the same as I would have given: Because networks are both complex and constantly changing, what you need to teach students is how to reason about system design, as opposed to being overly fixated on any particular set of layers or technology choices. With the benefit of a couple of weeks to think about the question, I would double down on that answer, but"
"As a starting point, the one thing I would not change is the spirit of the first sentence of the first chapter (although I would update the list of applications to use today's vernacular): Suppose you want to build a computer network, one that has the potential to grow to global proportions and to support applications as diverse as teleconferencing, video on demand, electronic commerce, distributed computing, and digital libraries."
Networks are complex and constantly changing, so education should prioritize reasoning about system design over fixation on particular layers or technologies. Curriculum framing should center on building networks, selecting appropriate building blocks, and devising architectures to integrate those blocks into effective solutions. The organization and scope of instructional material should be reconsidered to highlight invariants that survive technological change while ensuring familiarity with today's important artifacts. Framing introductory courses around practical construction helps keep system design perspective front and center and supports students in developing transferable design skills.
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