We have seen that an absolute context wasn’t very welcoming.
There are systems of learning that necessary interrupt the void, where complexity
and classification permit the experimental acquisition of knowledge, a cognitive
approach. The open architecture may be a cognitive playground, where at the
beginning random events happen, that progressively evolve into recognizable pat-
terns a learner is able to comprehend and articulate.
Everyone has a history, and as intelligent existence emerge, all act of cognitive
learning are submitted to intentionality : people learn what they want to learn,
what they need, which scale down greatly from the possibilities to the necessities
and the experience gets under control.
In a larger perspective individuals are perceiving through their education and the
larger context of Philosophy. We need to understand the general dynamic of the
history of philosophy to define what open architecture can mean in our  present
philosophical context.