There is no clearer sign of a widespread blight in culture than that language, a vital organ of intellectual and cultural life, is degraded. That it should be purposely degraded, furthermore, by those whom one might expect to be its guardians, is a sign of a yet greater disease. An illustration:
English Leadership Quarterly ran an article urging teachers to encourage intentional writing errors as “the only way to end [the English language’s] oppression of linguistic minorities and learning writers.” The pro-error article, written by two professors at Indiana University of Pennsylvania, actually won an award from the quarterly, a publication of the National Council of Teachers of English. So you can now win awards for telling the young to write badly. 
It is too much to hope that the principal vectors of this disease (or the professors of progressive education, as they prefer to be called) are capable of shame. On the contrary, as one blighter unashamedly tells us, all criticism that does not come from his part of the swamp, as it were, is misplaced:
The professional literature and the media are blitzed with publications that are critical of educational ideology, research, and practice. Many authors of these publications are concerned about basic skills in literacy which they perceive to be inadequately taught in schools. . . .
. . . Their expertise, however, is not fined-tuned [sic] in the literacy field. Specifically, they have not been trained in advanced graduate work concerning the research, theory, and practice of helping children become literate. 
Thus: only the author and his fellow ideologues, “fine-tuned” by years of graduate research and practice in “educational ideology”, can tell whether they have failed to teach children to read and write properly; and if it appears to you that they have failed spectacularly, then you must be mistaken.
 John Leo, “The Office of Assertion: Some Thoughts on Writing Well”, City Journal, 21st May 2007.
 Joseph Sanacore, “Needed: Critics of Literacy Education with a More Inclusive Perspective”, International Journal of Progressive Education, Vol.3:1, February 2007.