Across all my ideas and initiatives in mathematics education to date, I have come to appreciate a single, foundational aphorism as particularly potent while partaking in, sponsoring occasions for, and observing mathematical activity. In an experience designed to be one-half provocative, one-quarter absurd, one-eighth theatrical, one-sixteenth poetic, one-thirty-second comedic, etc., etc., I discuss this guiding dictum, its humble origins, and how the future of math education hinges on our ability to take it seriously.