This paper examines two statements regarding computer science as a discipline and its theoretical basis. We shall demonstrate how those statements are questionable and in addition they tend to hide the real root-causes of some significant educational issues. Those statements are very popular in the scientific community and have noteworthy negative effect on the researchers who frequently double their efforts and get around the same problems for years. This work concludes with the claim that experts on computer science education (CSE) should be more attentive to the theoretical aspects of this discipline and should pay more attention to speculative proposals.