The process of counselling has been described in counselling theories in various ways, as interaction, as dialogue between counsellor and counselee, as narrative construction, just to name few of them. Counselling as helping process is, however, complex in many ways. That complexity of agency and control is described in Immanuel Kant’s pedagogical paradox. In this presentation, we will look at how interaction in counselling creates developmental spaces where this paradox is solved. The zone of proximal development contains the idea, that in interaction other one, adult or counsellor, makes it possible to the other to reach the potential level in his development. But it does not indicate, how this transition actually occurs in practice. We argue that the concept of open space makes it possible to take a closer look at developmental processes in counselling. This requires an analysis of how developmental open space is created and constructed in interaction. In our presentation we will demonstrate how the concept of open space can be used in the analysis of student’s life at university level.