The performative turn in humanities and social sciences opposes the traditional view of learning. When learning is viewed as a performative process, knowledge is something emerging from the interaction of different actors involved in the process. Learning becomes a relational phenomenon, where the interplay of the actors generates the knowledge to learn. This chapter elaborates different elements for a learning theory based on the performative turn. It questions whether a pure performative understanding of learning would grasp all dimensions of learning. By bringing in the role of ‘The Other’, it shows how learning also should be viewed as the way Aristotle in Poetics describes the functions of art and drama.