Abstract

The Barnes Foundation has educated thousands of students over its more than seven decades of existence. Yet, little of scholarly substance is known about the philosophy of art that grounds the foundation's aesthetic education, its philosophical antecedents, or the institution's 'method' for art appreciation. This study constructs new knowledge in these three spheres and elucidates a time and heretofore underrepresented element in art education--filling a gap in the history of our cultural heritage. ;The philosophy of art developed by Albert C. Barnes and promulgated by the foundation is a unique blend of formalist and expressionist theory--with expressionist considerations holding ascendancy. Previously unexplored aesthetic links between the philosophers Benedetto Croce and George Santayana and Albert Barnes are revealed, presenting a claim that Barnes' philosophy of art is a synthesis of Croce's and Santayana's theories of art. ;Evolutionary modifications in Barnes' aesthetics, as first explicated by the collector-educator in various texts and subsequently advanced in classes at the foundation from 1925 to 1990, are elucidated, along with significant alterations in educational practice at the foundation since its inception, with John Dewey as Director of Education, up to the 1990s. ;Through biographical, historical, and philosophical investigation, Albert Barnes' development as a collector, theoretician, and educator dedicated to proselytizing others in his distinctive approach to art is examined, along with Santayana's and Croce's influence on his aesthetics via Laurence Buermeyer. The study of foundation literature in the public domain, between the years 1923-1990, illuminates the nature of Barnes' and his successors' thinking about art, artists, and aesthetics. Ethnographic investigation, including the author's and others' reflections on their educational experiences at the Barnes Foundation, lends further insights on the 'Barnes method' as taught in classes between the early 1940s to 1990. ;Knowledge gained from this inquiry into the Barnes Foundation presents a strong case for the relevance and value of teaching content in context, whatever the discipline, suggesting that if education is to effect authentic student learning and social responsibility, it must incorporate a global perspective, interdisciplinary connection, and performance assessment