Many approaches within subject didactics have in common that they highlight the importance of perspective taking, precisely describe the benefits of this skill and develop didactical scenarios in which this skill is crucial. Nevertheless, there is a diagnosed lack of a differentiated didactical model on how to teach perspective taking step by step. This article addresses this desideratum of research in the context of religious education. Therefore, it presents first educational and psychological research on perspective taking after discussing various terms and definitions. Responding to the latter findings, a didactical model of how to promote perspective taking in the classroom is presented in six dimensions: recognising perspectives, exploring perspectives, comparing perspectives, adopting perspectives, coordinating perspectives, identifying with a perspective. The activities of the model suggest some sort of sequence without specifying a fixed order of performance. Finally, the question of cognitive and emotional components in perspective taking is discussed and the problem of how the model deals with normative claims is explained since religions and world views make normative claims.