I read the linked blog post and had the same thoughts. The author points out that CLT has some issues and then ... suggests pedagogy based on embodied cognition instead? Come on. CLT may seem like a quasi-ad hoc explanation of certain empirical data, but at least that empirical data exists, replicates, and provides concrete guidance in the classroom. The embodied cognition literature is a mess.
Also, I think it's wrong to position CLT as opposed to active learning techniques. As long as students don't have to "discover" any essential knowledge, everything is kosher according to CLT. So e.g. peer instruction is fine (e.g. the Mazur paper under the other blog post "Evidence for Various Research-based Instructional Strategies: Countering Critiques").
Also, I think it's wrong to position CLT as opposed to active learning techniques. As long as students don't have to "discover" any essential knowledge, everything is kosher according to CLT. So e.g. peer instruction is fine (e.g. the Mazur paper under the other blog post "Evidence for Various Research-based Instructional Strategies: Countering Critiques").