When Albert Barnes established an art education program at the Barnes Foundation in 1924, he asked John Dewey to become the first president and director of education. Barnes and Dewey enjoyed a sustained and fruitful relationship with regard to aesthetic experience and scientific theory as applied to education. Barnes and Dewey shared a serious and abiding interest in educating "the masses," being deeply involved in bringing art to many people in a way that affects their lives by integrating the aesthetic with ongoing experience. In fact, Dewey's socially instrumental, scientific approach to learning was the educational method at the Barnes Foundation. And in his foreword to Barnes's 1935 book "The Art of Renoir," Dewey notes that his own "educational ideas have been criticized for undue emphasis upon intelligence and the use of the method of thinking that has its best exemplification in science." As a scientist himself, Dr. Barnes shared Dewey's notion of scientific inquiry, and art educators are familiar with John Dewey's ideas and meanings through their reading of "Art as Experience." They recognize that Dewey used words such as "appreciation" and "experience" more as verbs than nouns, meanings that are realized through action. Direct perception through firsthand experience provides the material with which to make informed judgments about possible meanings, values, and significances in works of art, the result of reflection. Yet, there is another term that Dewey mentions in "Art as Experience" that is not commonly used in the field of aesthetics and art education: transferred values. They are the focus of this essay. (Contains 3 figures and 49 notes.)