Much educational utopianism revolves around the "real versus blueprint utopia" dichotomy and the prescriptive normativity that utopian education involves. In this paper, I suggest that the "real and blueprint" distinction should not be dichotomized and that a richer set of normativities, apart from prescription, should operate in educational utopias. Ethico-politically and educationally, it is crucial to have affirmative rather than incriminatory utopias, regardless of their being real or blueprint. To argue this out, first I introduce the concepts of incriminatory and affirmative utopianism. Next, I sketch the educational-theoretical setting and discuss the current reliance on the "real versus blueprint utopia" dichotomy. Then I use the conceptual tool of incriminatory utopianism to show that risks of totalitarianism threaten all visions (even liberal anti-utopian ones) and not only blueprint utopianism. Therefore, we need not dichotomize real and blueprint utopias and embrace the former unconditionally. I conclude with some illustrations of why utopian thought involves multiple normativities rather than prescriptivism alone.