The making of a critical mindset. Ideal media students in times of deep mediatization 235 ness of alternative media production. Unfortunately, also alternative media production as a concept and a set of practices has been exploited by right wing populism, right wing radicalism, authoritarian despots. These means the implications of a true critical consciousness, based on hope and not hate, liberation and not oppression, must be taken back. Secondly, the tendency that policy makers, media corps, platform giants, are taking over the definition of the criti- cal dimension of media literacy. Thirdly, the ideal of the critical mindset is inevitable challenged by new (media) generations (BOLIN, 2017) that have been qualified, socialized and subjectified (BIESTA, 2010) in an- other form of media environment, compared to their teachers. The idea is not to establish a status que for thinking and criti- cal action. The opposite. However, the hard-core form of critical thinking described above, with reference to The Critical Thinking Movement (CTM), with its rather strict techniques for how to argue and think, gives little space for identity politics, feelings of offence, cancellations of arguments. If they are rational and logic. This culture of critique may also feel far from one’s experi- ences of being engaged in personalized networks online: having opinions, taking selfies, getting comments, giving thumbs up. The educational experience (at least in Sweden) within com- pulsory education is also about being given and certified and empowerment in your “voice” (opinions, experience, attitudes). Still, from time to time, in the seminar room or during supervi- sion, the ideal of participation and personal confirmation may clash with the harsher ideals university of an “examined life” that is expected to be habitually inquisitive, and honestly detects and reforms any personal biases and limitations, that stands in the way of a truly rational and clear way of thinking and is always willing to re-consider when proven wrong (PAUL, 1993). Fourthly, the critical mindset is challenged by what educational philosopher Gert Biesta (2005; 2010) call learnification. He uses this concept for broad changes in the social, po- litical, and theoretical framing of twenty-first century education, and the tendency that the system shifts from discussions about teaching and teachers or curriculum and syllabus, to discourses about students learning, and predefined, predictable, and mea-
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