While I agree that the form of this comment was too harsh (so, your second paragraph largely rings true for me), I was wondering why robomartin's comment was at the top in the first place: it starts with a general insult to commenters ("C'mon kids. Not again.") and then continues with a "proof by how much money I made using it" against the apparent strawman "if you don't use OOP you can't do things that are useful (such as make a lot of money)".
The article that Rob Pike was responding to, and Rob Pike's response, were about whether people who use (or do not use) OOP somehow fundamentally better understand "the nature of computation". There are people out there, some of whom I have on my list of "personal heroes", whom are quite clear when asked that they know very little about computation or computers, and yet they wrote a bunch of code and made tons of money anyway; that is simply irrelevant to a discussion about understanding "the nature of computation".
(Yes: I have purposely ignored all of the mentions of an improved CS curriculum in my primary comments here. All of that conversation was off-topic for the argument being made by both the original paper and Rob's response: it doesn't contribute in any way to the argument about whether knowing OOP or not knowing OOP has anything to do with how to best understand "the nature of computation", if nothing else as the things you learn first are often, in pedagogic contexts, either approximations or downright incorrect, and are later updated or replaced by later teachings.)
The article that Rob Pike was responding to, and Rob Pike's response, were about whether people who use (or do not use) OOP somehow fundamentally better understand "the nature of computation". There are people out there, some of whom I have on my list of "personal heroes", whom are quite clear when asked that they know very little about computation or computers, and yet they wrote a bunch of code and made tons of money anyway; that is simply irrelevant to a discussion about understanding "the nature of computation".
(Yes: I have purposely ignored all of the mentions of an improved CS curriculum in my primary comments here. All of that conversation was off-topic for the argument being made by both the original paper and Rob's response: it doesn't contribute in any way to the argument about whether knowing OOP or not knowing OOP has anything to do with how to best understand "the nature of computation", if nothing else as the things you learn first are often, in pedagogic contexts, either approximations or downright incorrect, and are later updated or replaced by later teachings.)