A transdisciplinary pedagogy is not the sum of several disciplines, but the construction of a field where different forms of knowledge learn to read one another. Its method is cross-reading: placing texts, practices, images, cities, technologies, affects and ecologies in relation so that each one reveals what the others cannot see alone. In this sense, pedagogy becomes less a transmission of contents and more an architecture of attention. It teaches how to move between scales, from the body to the planet; between materials, from the book to the sensor; between forms of knowledge, from science to situated practice; and between temporalities, from immediate experience to deep historical and ecological processes. The aim is not encyclopaedic accumulation, but the formation of a mind capable of holding complexity without reducing it. A field like this needs a large bibliography because it does not serve one object: it builds a relational infrastructure. Each reference becomes a node, a bridge or a pressure point within a broader constellation.

This pedagogy also changes the role of the teacher, the student and the archive. The teacher is no longer only an expert who explains, but a curator of encounters and frictions; the student is not only a receiver of knowledge, but a reader-maker capable of connecting, testing and transforming ideas; the archive is not a passive collection, but a living terrain for producing new concepts. Cross-reading allows architecture to speak with media theory, ecology with design, affect with urbanism, and epistemology with artistic practice. Its political force lies in refusing isolated knowledge at a time when the crises of the present—climate change, digital power, urban inequality, exhaustion, colonial inheritance—are themselves entangled. The conclusion is that pedagogy must become an ecology of crossed attentions: a way of learning to perceive relations, build methods, and create worlds with greater responsibility.