The diagram reflects the pedagogical idea of Constructive Disruption, a nature-based curriculum that evolves and changes with Earth’s seasonal rhythm. It comprises four stages, the activities of the Growth Garden in layer 1 and MAT_er.LAB on layer 2. The student experience resulting from both these practical cycles of experimentation is reflected in layer 3. Layer 4 documents the societal and environmental impact driven by the students and staff alike. Not dissimilar to the cultural movements of the 1960’s (Mueller 2004: 79), Constructive Disruption questions the wider meritocratic order and envisions education as part of a wider movement of participatory democracy upholding the communal over the individual. 

Influencing the learning experience through engagement with the unknown and often unpredictable, working with both the Growth Garden and MAT_er.LAB facilitates the development of a circular mindset. The understanding and acceleration of continuous material flows in regenerative systems and awareness building for the value of natural sources within the field of fashion and textile design. Aiming to close material sourcing loops through rethinking product development, artefacts of the third layer provide insights into the rationale for change whether through an environmental, social or employability lens. Bridging different disciplines to establish resilient communities, collaboration is key to achieving alternative approaches to design.