The making of a critical mindset. Ideal media students in times of deep mediatization 237 possessive metaphors we can think of, we can also see learning as a reaction to a disturbance, as an attempt to reorganise or reintegrate as a re- sult of disintegration. We can look at learning as responding to what is other or different, to what challenges, irritates and disturbs us, rather than as the acquisition of something that we want to possess. Both ways of looking at learning might be equally valid, depending, that is, on the situation in which we raise the question about the validity of a certain conception of learning. But the second definition is educationally the more significant, if it is conceded that in education we are ultimately concerned with questions about the subjectivity or, in more sociological terms, the agency of the learner (BIESTA, 2005, p. 62). References BARNETT, R. (1997). Higher education: a critical business. Buck- ingham [England]: Open University Press. BIESTA, Gert, 2005: Against learning. Reclaiming a language for education in an age of learning. Nordisk Pedagogik, Vol. 25, pp. 54–66. BIESTA, G. (2010). Good education in an age of measurement: ethics, politics, democracy. Boulder, Colo.: Paradigm Publishers. BIESTA, G. (2013). The beautiful risk of education. Boulder: Para- digm Publishers. BOLIN, G. (2017). Media generations: experience, identity and mediatised social change. London: Routledge. BRAYTON, Spencer & CASEY, Natasha. (2019). Reflections on Adopting a Critical Media and Information Literacy Peda- gogy Critical Traditions: Media Literacy and Critical Me- dia Literacy. Available at: https://www.researchgate.net/ publication/331161986_Reflections_on_Adopting_a_ Critical_Media_and_Information_Literacy_Pedagogy_
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