They could have said ultramodern or very modern or whatever and the terms would be equally useless and soon to be obsolete/ambiguous as time passed anyway ...
Coach: 'don't worry about words like hypermodern - not going to be any use.'
Student: 'but what about 'Open game' in e4 e5 games? Is it because the bishops are unrestricted after those moves?
Coach: 'the bishops are 'unrestricted' after d4 d5 too. No bishops are blocked by d4 d5.
Again - dogmatism of these terms isn't going to help your game. Similiar with 'closed' and half-open and semi-closed.'
Coach: 'These terms might mean different things to different people.
And GMs who are chess book authors might use those terms in the titles of their books and within the books.'
Student: 'but ...'
Coach: (depends on the coach - the precise situation - and how the coach and student choose to proceed.)
But idea: the pitfalls of terminologies.
Idea: The words are to serve us. Not us to serve the words.
In the QGD there's a natural tendency to want to play e3. That isn't the case after 1. e4. e4 is supported by pieces and anyway is more mobile. The nature of 1. d4 is that white very often keeps the pawn there and removes it only if there's advantage to do so. Also, black very often supports d5 with e6. It's less common in 1. e4 ... e5 games for black to support e5 with d6. Hence the distinction remains reasonable, since the word "game" means "opening" in that context.
i wouldn't pay for that coach, except to go away.
Fact still remains that the bishops are 'unrestricted' after d4 d5.
And - bishops can get out before e3 or e6.
And - after e4 e5 ... d-pawns can still be played to d3 and d6 as opposed to d4 or d5 ...
And f-bishops can develop to wherever before d3 and d6 also.
'open game' and 'closed game' sets up internal contradictions ...
why limit the student?
What's the underlying reason these misleading terms got set up?
Probably because 'open' and 'closed' are commonly used terms in language.
So words were served instead of objectivity.
Wow, how does a forum thread come alive like this after 3 years?
Anyway, My System does a deep dive into the French defense, and the implications of Nimzowitsch's opening rules are plainly apparent in the Caro-Kann as well, as showcased by Tigran Petrosian's handling of that defense. In both openings, white's d4 pawn becomes a target, and hypermodern analysis is needed to understand the implications of this. The classical approach alone is insufficient to understand either defense.
The hazards of being a "system" player aside (and both Tarrasch's and Nimzowitsch's limitations as players were clear to all), it is difficult for the vast majority of players to develop much skill at all without a structured approach to their tactical and positional analysis. Further, it is equally clear that combined knowledge of both "classical" and "hypermodern" schools of thought with respect to the opening makes a player more complete than they would be adhering to just one or the other.
The more recent conversation on openings in this forum showcases exactly the kind of oversimplified approach to the opening that is, in my experience, the leading cause of player stagnation. A young player will never learn to wrap their minds around higher-level concepts if they don't learn how different aspects of advantage and disadvantage can work together and transition from one to another.
As someone who offers free lessons at my local club, I'll recommend the study of Steinitz and Tarrasch to a young player just as often as (and usually sooner than) I'll suggest My System. The players who put in the time to study improve rapidly, and just as importantly they don't stop improving after absorbing the recommended subject matter, and this is no accident. Too many developing players are steered wrong by incomplete or incorrect information about the opening.