The present chapter addresses the topic of the reflective and reflexive practitioner in education without ever mentioning the word learning. Two characters are on stage: Hands and Brain. They are an old couple who argue and cannot live apart. Is this a metaphor or the very core of the reflexive practitioner's work in education? How can performance and drama ever be considered as true or truthful forms of scientific conceptualisation and communication? The author peeks in and out of the stage and within an absurdist genre of playwriting. The method used is generative and arts-based, by means of writing blocks of short dialogues. These are put together in a dramaturgical progression that has emerged from a self-assigned obstruction: the author never mentions words related to learning, teaching, school, or education. This fixed rule unlocked the creative power of the text and words began pouring out, (un)covering the topic of the theory–practice gap in educational practices. Consistent with arts-based research methods in education, this topic is addressed by means of artistic expression and metaphors.