From the 4th to the 9th of October, 2024, ISSA (Island School of Social Autonomy) facilitated a collective building action and series of lectures, workshops, and discussions in Vis, guided by the central theme of To Live Together. The aim was to build new ways of “being, living, and learning together beyond the ruins of capitalism” and provide an embodied “platform for contemplating a different world.”

A community has been brewing on the island of Vis, one of the most distant islands in the Adriatic Sea off the coast of southern Croatia. The Island School of Social Autonomy or ISSA, located above the village of Komiža on the western part of the island, is a recently formed organism. Spearheaded by the Croatian philosopher Srečko Horvat, it is a sprawling community of mostly Balkan artists and activists who collectively bought and are working on restoring three hectares of desolate land and previously uninhabited mountainous green terrain. ISSA is an old stone house, a small construction site, a group of friends, an extended community, and a network.

Before I attended the ISSA To Live Together conference, I was talking with a few friends about going. Some of them knew about it because of the involvement of the Italian philosopher, Franco Bifo Berardi. Some knew about it through the grapevine, and some knew about it because Pamela Anderson is listed as a donor on the website. One acquaintance laughed and said; “The School of Social Autonomy? Isn’t that a bit of an oxymoron?” Later on the ferry ride, as I watched the sun dip into the sea and felt the mainland retreating behind my back, his question stuck in my head.

The school in the name of Island School of Social Autotnomy is not glided over, nor is it a stand-in word to represent the conference-type structure of the program. It is an integral part of ISSA’s ideological positioning inspired by Ivan Illich’s book Deschooling Society (1971) and his claim that the contemporary educational system has turned into an “advertising agency that makes you believe that you need the society as it is”. The notion of social autonomy is not divorced from the notion of pedagogy, and learning with and from each other. According to Paulo Freires Pedagogy of the Oppressed, one of the inspirations of ISSA, the learner is to be treated as a co-creator of knowledge. Many of the lecturers at the ‘conference’ are members of the ISSA organism, or have started their own similar, perhaps more private initiatives such as James Bridle, a British artist and writer who is based on an island in the Aegean Sea. The search for autonomy as a political strategy and a model for social organization is a recurring idea at ISSA. It is closely linked with the nature of islands as isolated and hermetic spaces, spaces where people inscribe their desires and grow them patiently, in the process integrating with the existing topology. ISSA’s location is thus both a geographic and metaphorical stance: “We believe that the future lies in archipelagos of autonomy.”

The idea of self-management as a framework has been consistently present in the history of island schools nurturing subversive discourse and activity. ISSA in its current form gives a nod of respect to the summer school of Korčula, founded in the 1960s on a nearby island in the former federal state of Yugoslavia. The historic summer school and the journal it birthed, Praxis, a Marxist-humanist journal, was commemorated in the panel talk entitled The 60th Anniversary of Praxis, and included Nadežda Čačinovič, Boris Buden, Ankica Čakardić, and Mira Oklobdžija all of whom were directly involved in the Korčula summer school. The Korčula summer school encounters that took place during the 1960s were crucial meeting points for philosophers worldwide including Ernst Bloch, Jürgen Habermas, and Predrag Matvejević, bringing together social critics from the western and eastern blocs. Throughout the five days of ISSA and during this particular panel, a simmering need to continue and expand upon this tradition beyond the logic of identity and the hegemonic discourse on the past could be felt.

The 60th Anniversary of Praxis. CC 4.0 by ISSA School / BONK productions

School on the beach session. CC 4.0 by ISSA School / BONK productions

As Boris Buden put it: “Dealing with the past makes sense only in the ability of us to take the past in our hands and affect the present.” The cultural heritage of Praxis proposed that these particular isolated spaces dedicated to critical thought towards existing infrastructures of property and social relations as well as simple collective leisure, took shape in ‘Dyonisian Socialism.’ Praxis and the Korčula summer school were informed by the idea that thinking must transcend the scope of academic institutions and nurture the singularity of multitudes rather than promoting a single monolithic school of thought: not a global revolution but many small local utopias. The ritual of meeting on the beaches in the late afternoon and drinking and talking was an important part of the Korčula summer school and was continued at ISSA, where initiatives such as Memory of the World, Chto Delat, Forest University, and Aventura presented their practices during the school on the beach sessions. Most of the two hundred participants that attended the current and second iteration of ISSA were activists, journalists, artists, and researchers working on parallel and often interlinked initiatives spanning multiple continents. Casual conversation merged with political critique and speculation ebbed and flowed with the waves.

Although it was not specifically mentioned, I couldn’t help but return to the concept of the archipelago and Edouard Glissant’s theory of archipelagic thinking. The theory of archipelagic thinking originates from the violently colonized scattering of islands in the Carribean, and the dissident philosophical thinking produced there, an arguably different context than the briefly colonized island of Vis that retained its language. Nevertheless, there are similarities in archipelagic thinking, marked by unpredictability, multiplicity-in-oneness, and ambiguity. It calls for an “insurrection of the imaginary faculties” aspiring towards innovative ways of conceiving the world, and resonates in many of the conversations echoing across ISSA and the Praxis journal before it.

Mira Oklobdžija, a panelist in the Praxis discussion, referred to a philosopher who had also reflected from the shores of an island: Aristotle and his definition of three forms of knowledge — theoria, poiesis, and praxis. She outlined some interesting digressions in the two generations of the Croatian summer schools, pointing out that ISSA is more activistic and anchored in praxis than the journal Praxis ever aspired to be. An audience member quipped that perhaps in ISSA, the poetry is precisely in the praxis, and this rings true to the guiding motto of ISSA; “We build the school, and the school builds us.”

Two days of ISSA were dedicated to restoring and expanding the old stone building or school nestled in the Vis hills, which will constitute the main hub of ISSA activities. During the days of To Live Together, the regular working force (usually just a few people) at the construction site swelled to a hundred or more, and work that normally took months was accomplished in two days. We carried wooden planks up the mountain and sanded them to construct the large terrace, and participated in a workshop on how to build traditional, terraced stone walls, a practice called dry stonewalling. This technique is so essential on the islands of the Adriatic that it has been included as an UNESCO intangible heritage of mankind. The workshop was led by Igor Mataić, a doctor of science specializing in geotechnics and environmental engineering who is also part of the Pomalo association, a cultural and action-based initiatives NGO on Vis dedicated to protecting the natural environment and sustainable life on the island. We learned where to place the larger anchoring boulders and how to fill in the gaps with smaller stones, making a type of wedge in the sloped side of the hill. The technique doesn’t need any adhesive or cement but relies on viney vegetation to slowly grow in the gaps of the larger stones, through the earth and pebbles, and hold the wall in place over time.

The incline of the mountain is consistently incorporated into the sustainable design of the school. The circular water system (as a convivial tool) demonstrated various ways of water circulation and collection. We were introduced to the constr...