The making of a critical mindset. Ideal media students in times of deep mediatization 227 discipline (e.g. media studies). Critical thinking is related to the ability to analyse facts and generate and organize ideas, as well as defend opinions. This can be described as the correct assess- ing of statement. Or as a skill to engage in an activity to reflective scepticism. It is also a matter of intelligent use of available evidence for the solution of a problem. As well as a question of reflective and reasonable thinking that is focused on deciding what to believe or do. There are also other ways to describe critical thinking; for example, in terms of the ability to perform consistent verbal reasoning, argumentation analysis, hypothesis testing. Or in terms of one’s capacity to take decision and solve problems (HALPERN, 2003). Critical thinking can be trained through detecting and analyzing empirical data and different propositions by testing their validity and plausibility through the means of rational rea- soning and falsification. One can also thus talk about a critical thinking as a toolbox including fact checking, criticism of sources, rhetoric analysis, visual analysis. Critical thinking not only refer to certain investigative and analytic techniques, it can also be describes as a meta-cognitive process and as a way of thinking about thinkingwhile you’re thinking tomake your thinkingbetter (PAUL, 1993). This connects critical thinking to “the spirit of philosophy” (HANSCOMB, 2017, p. 13) and to “purposeful, self-regulatory re- flective judgments” (DWYER 2017, p. 4) and techniques for ana- lyzing and evaluating thinking with a view to improve it (PAUL, ELDER, 2014). This also means that critical thinking potentially can be an “enemy of an unjustifiable status quo” (ibid, p. 18). It is also about solving problems through flexible thinking which is done by clarifying the problem, finding new angles, thinking un- orthodoxly (outside of the box) and creatively (inside the box). Critical thinking can also be developed and manifested through rhetorical abilities. Another dimension that Barnett (1997) asso- ciates with critical thinking is duty and moral, and the search for consensus and rightful actions that have positive consequences (BARNETT, 1997). However, first and foremost, especially in an academic context, critical thinking should be about epistemic critical thinking (BARNETT, 1997). This means, disciplinary competence, in- dependent judgements, and certain modes of inquiries. Barnett
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