Performance praxis as pedagogy is a tool to examine the relationship between performative practices and learning. Learning is seen here as a site of ongoing rehearsal where gestures are not practiced toward mastery, but attunement with the unknown, and performative praxis is seen as a way of sensing, thinking and knowing in real time. Failure, deviation and improvisation in this framework are not errors but generative forces giving rise to uncertainty, which is not a problem to be solved but a resource to be cultivated. Pedagogy, thus, is not an instruction but an invitation, and learning is not delivered, it emerges. Performance praxis as pedagogy proposes to cultivate forms of learning that are collaborative, situated, and responsive to change.