In the last years, at least in Europe, the political institutions, supported by some "education-gurus" and "experts", have been designing and promoting the discussion of new and revolutionary methodologies that the University should adopt in order to improve the quality of its teaching.
Such proposals are sometimes considered as a major "revolution" in the University since its foundation. But, when such a "revolutionary" methodology is described, we can discover that some of its premises need to be seriously discussed. Also, some of its proposed strategies have been previously tested and implemented, or even discarded, by the practice of teaching Computer Science. Of course, there is a need to continuously improving the quality of our teaching methodologies. As teachers, we are used to do this concerning the contents of our courses. However, perhaps following an "evolutionary" way to improve our teaching methodologies would be more effective than any proposed "revolutionary" action.