What begins as an attempt at conceptual clarity soon becomes an act of rebranding. “Growth mindset” sounds more progressive than “self-efficacy”; “adaptive teaching” feels fresher than “differentiation.” “Knowledge organisers,” “learning maps,” and “concept maps” are all close cousins, yet each arrives trumpeted as a new discovery. The jangle fallacy flourishes in such conditions because the field prizes novelty and suffers from short institutional memory. But without changes in practice or outcomes, new terminology merely repackages old ideas, giving us the illusion of movement while we stand still.