This project aims to explore how to repurpose a technical building into a public space, more specifically: Hornstulls Subway stations north entrance building into a Hemgård. The entrance building for Hornstulls subway station at Hornsbruksgatan, Södermalm is up for demolition. The building was designed by the style-forming architects Bengt Lindroos and Hans Borgström together with their college Nils Arne Rosén at Stockholms spårvägar in 1961-1964. Bengt Lindroos and Hans Borgström is also known for their design of Kaknästornet and Söderledskyrkan, both designed around the same time as Hornstulls Tunnelbana.  The building is built in brutalist style, typical for its time. A style both idealized and hated. But the trend of embracing these structures has been on the rise. Therefore, I find it unfounded, that in these times of sustainability and reuse, this strategy isn’t applied in this case. Especially since the building with its durability and robustness would suit a public use well. It is also economically beneficial for organizations and associations that never could have afford to erect a new building in the city center. The building's strategic location (being a subway station) will make the building easily accessible from all over Stockholm.  This project aims to explore one way of how this building can be preserved and reused instead of demolished. And a proposal for how one can add a public space to an already existing building.

The purpose of this thesis is to present, contextualize and interpret the educational philosophy of Natanael Beskow between 1920–1932. The examined source material consists of articles published in the journal Studiekamraten which ordinated from Birkagården folk high school (Birkagårdens folkhögskola) where Beskow served as principal. The content of the articles is related to previous research and to a historical context. This historical context deals primarily with the modernization of the Swedish society. The basic theoretical perspectives are theories about Bildung and liberal adult education presented by Bernt Gustavsson. This thesis finds that Beskow regarded education as an inner process that gradually raised and developed the individual’s moral capacity. Such neo-humanist views dominated pedagogical philosophy of the time. In addition, Beskow saw education as an instrument that could initiate a spiritual awakening. A challenging alternative to the established liberal adult education movement (folkbildningsrörelsen) was the class struggle education (klasskampsbildningen) that was formed within SKP. Its advocates regularly attacked Birkagården folk high school. Beskow was critical of the movement. He represented a contrasting ideal built around mutuality and democracy which partly originated from the foreign settlement movement.