{"id":86652,"date":"2026-06-23T14:14:35","date_gmt":"2026-06-23T12:14:35","guid":{"rendered":"https:\/\/frolleinflow.com\/education-loves-whats-new-but-who-puts-an-end-to-the-old\/"},"modified":"2026-07-04T14:15:08","modified_gmt":"2026-07-04T12:15:08","slug":"education-loves-whats-new-but-who-puts-an-end-to-the-old","status":"publish","type":"post","link":"https:\/\/frolleinflow.com\/en\/education-loves-whats-new-but-who-puts-an-end-to-the-old\/","title":{"rendered":"Education loves what’s new. But who puts an end to the old?"},"content":{"rendered":"\n

Education loves all things new. New formats, tools, competency models, programs, platforms, and guidelines are constantly being introduced. And now there are AI offerings as well. Much of this makes sense. But there\u2019s one question that\u2019s asked far too rarely: What has to go to make room for all this? <\/p>\n\n

\"edufiction
The Perceived<\/em> Reality of Education: When Colorful Workshops Override Rigid Control Routines Within the Organization.<\/figcaption><\/figure>\n\n

That is exactly why I am interested in the term \u201cexnovation.\u201d It does not refer to the next new format, but rather to a different perspective. Innovation asks: What is being added? Exnovation asks: What must come to an end so that something new can actually take effect? <\/p>\n\n

That\u2019s why an article from the University of M\u00fcnster caught my attention. It places the term \u201cexnovation\u201d in the context of transformative education and describes a school project on sustainable entrepreneurship, design thinking, and portfolio work. For me, this raises the question: What happens when \u201cexnovation\u201d is primarily associated with new learning arrangements in an educational context? <\/p>\n\n

Authors Sebastian Zumholte, Marcus Kohnen, and Christian Fischer describe how students develop sustainable business ideas, build prototypes, pitch their ideas, reflect on the process, and gain their own experiences. This can open up valuable learning opportunities. But as I was reading, I wondered: Is this already \u201cexnovation\u201d? Or is it, first and foremost, an innovative learning format that\u2019s framed in exnovative terms? <\/p>\n\n

I think this distinction is important. After all, \u201cexnovation\u201d originally stems from a discourse on organizational innovation. It doesn\u2019t simply mean, \u201cWe\u2019re going to do things differently now.\u201d Rather, it asks which practices, routines, structures, or assumptions are being consciously discontinued, scaled back, or delegitimized because they are no longer effective. <\/p>\n\n

A new learning format alone does not change an organization.A workshop alone does not change a learning culture.An AI training program alone does not change the way people work.A competency model alone does not change decision-making practices.<\/p>\n\n

All of that can be important. But it remains merely an addition if the old routines continue. <\/p>\n\n

\n

Further insights from<\/strong> Anja<\/strong>:<\/p>\n\n\n\n

Beyond Teaching: The Graveyard of L&D Legacy Issues and the Art of Strategic Omission<\/a><\/p>\n\n\n\n