Up to now, diaconal learning was mostly narrowed to practical projects / internships. The performative theory of religious teaching, however, aims at a specific staging of widening of diaconal learning. So, the staging concept is developed in particular in receiving the performative discourse on didactics, to show how diaconal action in diaconal learning processes can be staged didactically. Furthermore, it is asked about the origin of empathy by the formation of narratives. Diaconal action is action in physical Expressions - diaconal learning consists therefore in the didactic presentation of diaconal gestures. Finally, ways of practical implementation are presented. This involves firstly the dense description of training for teachers, on the other hand practical examples of implementation in religious education.