The problem of Japanese art education is found in the dualistic view of curriculum, either child or subject. This paper examines the art education theory of Albert C. Barnes and Violette de Mazia regarding how the problem was solved in their theory; their theory was developed based on Dewey's pragmatism that endeavored to solve either/or problem in philosophy of education. First, the ultimate objective of their art education is clarified; they viewed that the experience of art itself had potential to the education of perception. Second, the major points of the theory of "Transferred Values," which is central to Barnes-Mazia method of art education, are critically examined. The points include the definitive features, four qualities of transferred values, third quality that emerges in the experience of art, creative distortion, and objectivity of transferred values. In conclusion, it is discussed what theories are contributive to solving the problems of art education brought about by the dualistic viewpoint and to developing Japanese aesthetic education.