of course you were jesting, but to me goedel is a logician, not a mathematician.
nonetheless, mathematicians are concerned with proving theorems, and they generally believe in the power of the axiomatic method, that one can write down all the relevant assumptions on a given topic, and then deduce all desired results, by using purely logical reasoning.
goedel undertook to examine the validity of this belief. he apparently showed that it is not so easy to write down enough assumptions to allow one to then deduce all results which are nonetheless "true" in ones context, with some reasonable definition of "true".
a novice myself, from what i read here and elsewhere, i gather that after encountering a true statement which one does not have enough assumptions to prove, that one could then augment the collection of assumptions so as to be able to prove it. (perhaps tautologically by including the statement itself.)
But the true facts seems always to keep ahead of the statements which are "provable with current tools".
i believe this is the case at least in any fairly large logical system, but not in small ones.
this could have implications for mechanizing certain logical processes, maybe for applications of artificial intelligence.
As a working geometer however, after an initial period of interest and fascination, I have literally never given goedels results a second thought.
in my experience, they fascinate amateurs more than professionals, for the most part, although professional logicians no doubt do think about them.
but virtually no mathematician ever stops to worry whether the problem he is working on might actually be undecidable.
I have taught some courses on elementary logic in geometry, and it gave me great comfort to learn the principle of "models". I.e. a system of axioms is "consistent". or without internal contradiction, if there exists a model in which all the axioms are true.
Since Euclid's axuioms are all true, including the fifth postulate, for the geometry of R^2, that put to rest at last my hazy feelings about high school geometry.
The simple fact that the hyperbolic geometry of the upper half plane violates that suspicious parallel postulate, then settles the question as to whether the fifth postulate depends on the others.
what puzzles me is why this was not clear hundreds of years before, since the more intuitive model, of "table top" geometry seems to offer an even simpler model for non euclidean geometry.
i.e. a finite model of the plane, like the one we actually draw on the board, also has many parallel lines to a given one.
and why was none of this made clear in my high school geometry course?
my favorite geometry text for a deeper look, merely for beginning students however, at the underpinnings of high school geometry, is that of millman and parker
they introduce a few axioms at a time, and as they go forward, they maintain as many models as possible which embody all the axioms. Then when they have all euclid's axioms except the parallel postulate, they are down to only two models.
it turned out to be unfeasible to teach from this book in unversity since the students in the course actually did not know high school geometry, and the course thus had to become a review of basic material from secondary school.
thus courses in university today on teaching geometry, are often actually watered down versions of the high school course the candidate will teach. the old assumption that the students knew high school math and should be taught a deeper understanding of the topic in college have had to be abandoned.