Due to its considerable length, this article has been published in two parts. Part 1, which appeared in the previous issue of the journal, discussed the intriguing relationship between John Dewey and Albert Barnes, as well as the circumstances behind the creation of the Barnes Foundation and its art education programs. Following this, it established both areas of convergence and divergence in Barnes’s and Dewey’s understandings of aesthetic formalism, organic unity, and form and content in the arts. Part 2 now builds on these findings to explore important differences in their respective treatments of the significant sociocultural context of art. After returning briefly to the question of aesthetic formalism in...
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DOI 10.5406/jaesteduc.52.2.0053
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