This paper engages with questions of logic and its politics to explore how those of us in early childhood education can become critical consumers of "brain research". The research truths we use to construct classroom practices decide the meanings of our actions, thoughts and feelings and our interactions with children. Following Foucault (1980), I see these truths as intimately connected with power and its effects on us. The truths of "brain research" have inundated early childhood education at an extraordinary pace in recent years and the recent "Learning Brain Down Under Expo" in South Australia which attracted over 700 educators offers us a timely opportunity to critically reflect on it and its effects. My critical reflections use the politics of logic contrasting the "tree-like" logic of linear causality and rhizomatic logic (Delueze and Guattari 1987) to point to key questions that I hope other early childhood educators can use to critically reflect on the truths of "brain research" and its meanings and effects in early childhood education.