One outcome of the increasing interest from philosophy of education circles in the work of Giorgio Agamben has been the possibility of apparently small alterations to enact a radical emancipatory change. This 'weak utopianism' (Lewis, 2013) found in Agamben's work means that traditionally radical changes are viewed with skepticism, as grand alternative designs often merely result in the operationalisation and actualisation of new ordering rather emancipation. In a recent commentary on Agamben's philosophy of education, Igor Jasinski (2018) argues that the theory of weak utopianism means that innovative classroom designs 'should not be considered' examples of Agambenian philosophy of education at work. In this article, I respond through an analysis of the case of active learning classrooms. Despite existing as a form of innovative classroom design, I argue that they nevertheless abide Agambenian principles in the philosophy of education as spaces open to--without demanding--study. The active learning classroom is not the ideal-type studious space but a paradigm, the case that stands outside of (while standing in for) the rest of the set. Situated in-between inspiration and implementation, I argue that active learning classrooms are the paradoxically strongest form of weak utopianism, leaving educational potentiality open while also representing a significant rethinking of the spatiality of the classroom. Active learning classrooms thus pose significant questions both for Agambenian philosophy of education in particular and critical pedagogy in general.