Practices within research mathematics can and do serve as models for mathematics education. However, typically such inspirations impose a devastating narrowness in relation to reflections on mathematics. This narrowness I refer to as the "banality of mathematical expertise". Reflections on mathematics can be expressed through a philosophy of mathematics that goes beyond the traditional emphasis on ontological and epistemological dimensions, to become four-dimensional by also addressing social and ethical issues. Many working philosophies of mathematics operate within a narrow scope of reflections, seemingly located within an ethical vacuum. The consequence is a cultivation of a banality, manifest in many university studies in mathematics as well as in dominant research paradigms in mathematics. This constitutes a serious limitation in providing models for mathematics education. By contrast, there exist examples of practices of mathematics education that demonstrate a richness of reflections on mathematics. Accordingly, I address the extent to which such practices of critical mathematics education could serve as models for research mathematics and mathematics education at the university level.