This contribution critically discusses the prospect of openness for Bildung in the digital age. Various concepts are subsumed under the term “openness” that are not interwoven but loosely coupled and focus on different goals and types of problems. The extent to which one of these initiatives contributes to another’s problem-solving requires critical review. Thereby, an alternative perspective is unveiled: Openness understood less as a counter-concept to closeness but as a mesh of relationships between different initiatives. From this perspective, each concept needs to be examined independently to assess their respective contribution to Bildung in the digital age.