This architectural project focused on designing a public building that challenges societal norms surrounding sex, desire, and gender. The goal is to create a space for open dialogue and exploration of diverse sexualities and boundaries, fostering understanding and respect. By acting as mediators between different perspectives, public buildings can drive social change and improve social life.

The project is situated in Berlin's Friedrichshain district, known for its contrasting attitudes towards sexuality. The Public Condenser aims to bring together individuals from diverse backgrounds and sexual preferences, creating an inclusive environment for discussion. The multifunctional design accommodates various needs, promoting dialogue and addressing the importance of these topics.

Internally, the Public Condenser includes spaces that facilitate the exploration of sexuality on three levels: the body, the brain, and relationships. These spaces encompass a bathhouse, a dance/sports hall, an interactive gallery, an auditorium, a library, rooms for therapy, and workshop areas. The design emphasizes sensory experiences to create transformative encounters.

The design process involved extensive research, utilizing the "research by design" methodology. Case studies, interviews with residents and professionals, and visits to sex-positive clubs and cultural events informed the project. The design proposals integrate feedback and insights from potential user-groups and sexuality professionals.

By establishing a physical space for open dialogue and exploration of sexuality, the Public Condenser project aims to disrupt normative coding of sex, desire, and gender. It seeks to drive social change and foster an inclusive society. The study highlights the crucial role of architecture in shaping experiences and challenging societal perceptions. The project in Friedrichshain serves as a model for future architectural interventions promoting sexual education and understanding in contemporary societies.

This thesis examines and describes the position of the Hunstanton School in the architectural debate. The position of the school of Hunstanton has been examined through outlining the historical context, the philosophy of the architects, an analysis of its design and construction, and finally by highlighting the different opinions of critics. This research uses archival material of old interviews with, and writings from the architects and critics. The position of the School of Hunstanton in the architectural debate of the post-war period is mainly determined by its contrast with the Hertfordshire Schools. This was due to the fact both buildings stood for something that was part of a broader public debate over the role of architecture under the Welfare State: Hertfordshire for only taking flexible building system and well-being of children into account and Hunstanton for not subjecting architecture to political concerns. This contradiction in the architectural debate affected the way in which Hunstanton was viewed, namely either as a functional school building or as an architectural statement.