This article describes a unique experiment in reconceptualizing the teaching of ethics as an embodied, performative activity rather than a purely intellectual, scholarly study. Although the inclusion of corporeal dimensions in the teaching of ethics makes intuitive sense, because morality is all about how one acts in the world, ethics education in universities remains largely an intellectual endeavor framed by applying abstract principles of what constitutes right action or pursuit of the good. This article also has a personal dimension as it describes a philosopher's moving out of his comfort zone to integrate physical attentiveness and dramatic exercises as part of the work in the course. The author begins by laying the theoretical framework for a performative understanding of care and then describing the experience of the course. Drawing on both theory and practice, the conclusion offers some observations on rethinking pedagogical methods in the teaching of ethics in terms of caring and performativity.