Philosophical Foundations of Education (Record no. 2864)
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| fixed length control field | 14119nam a22002057a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20241015152851.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 191024b ||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number+Amount | 9788193425046 |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | PK |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370.089 914 11 NAN |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Author Name | Nandra,Inderdev Singh |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Soni,Jyoti |
| Relator term | Author |
| 9 (RLIN) | 1171 |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Yadav,Sapna |
| Relator term | Author |
| 9 (RLIN) | 1172 |
| 245 ## - TITLE STATEMENT | |
| Title | Philosophical Foundations of Education |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | Patiala |
| Name of publisher | Twenty First |
| Date of publication | 2019 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | CONTENTS<br/><br/>EDUCATION: CONCEPT, MEANING AND<br/>TYPES OF EDUCATION<br/><br/><br/>1.1 Various Concepts of Education<br/>1.2 Meaning of Education<br/>1.3 Synonyms of Education<br/>1.4 Indian Concept of Education<br/>1.4.1 Criticism/Analysis<br/><br/>1.5 Explanation of Mahatma Gandhi’s Concept of Education<br/>1.6 Western Concept of Education<br/>1.7 Redden’s Definition of Education<br/>1.7.1 Criticism/Analysis<br/><br/>1.8 Nature/Characteristics of the Concept of Education<br/>(Descriptive Approach)<br/><br/>1.9 Scope of Education<br/><br/>1.10 Types of Education<br/>1.10.1 Three Main Types of Education<br/>1.10.2 Difference Between Formal and<br/>Informal Education<br/>1.10.3 Difference Between Informal and<br/>Non-formal Education<br/>1.10.4 Difference Between Formal and<br/>Non-Formal Education<br/>1.10.5 Forms or Other Types of Education<br/><br/>2 AIMS AND DETERMINANTS OF EDUCATION<br/>2.1 Determinants of Aims, Curriculum and Methods of Education<br/>2.2 Aims and Determinations of Education with Reference<br/>to Curriculum and Pedagogy<br/>2.2.1 Curriculum<br/>2.2.2 Pedagogy<br/>2.3 Nature of Teaching Methods<br/>2.4 Development of Teaching Methodology<br/>2.5 Determination of Aims of Education with<br/>Reference to Curriculum<br/>2.5.1 Philosophical Determines of Curriculum<br/>2.5.2 Sociological Determinants of Curriculum<br/>2.6 Determinants of the Aims of Education in with<br/>Reference to Pedagogy<br/>2.6.1 Philosophical Determinants of the Pedagogy<br/>(Methods of Teaching)<br/>2.6.2 The Individualised Method<br/>2.7 Philosophical Aims of Education with Reference to<br/>Pedagogy (Methods of Teaching)<br/>2.7.1 Sociological Determinants of Methods of Teaching<br/>2.7.2 Characteristics of Methods of Education<br/>2.7.3 Some Sociological Methods of Education<br/>2.8 Sociological Aims of Education with Reference to Pedagogy<br/>3 PHILOSOPHY AND ITS RELATION TO EDUCATION<br/>3.1 Meaning of Philosophy<br/>3.1.1 Western Approach to Philosophy<br/>3.1.2 Indian Approach to Philosophy<br/>3.2 Nature of Philosophy<br/>3.3 Areas or Scope of Philosophy<br/>3.4 Metaphysics<br/>3.4.1 Meaning and Definition<br/>3.4.2 Sub-branches/Scope of Metaphysics<br/>3.4.3 Problems of Metaphysics<br/>3.4.4 Sub-branches<br/>3.4.5 Criticism of Metaphysics<br/>3.4.6 Metaphysics and Education<br/>3.4.7 Explanation<br/>3.5 Epistemology<br/>3.5.1 Meaning and Definition<br/>3.5.2 Basic Theories of Epistemology<br/>3.5.3 Types of Knowledge<br/>3.5.4 Epistemology and Education<br/>3.6 Axiology<br/>3.6.1 Branches of Axiology<br/>3.6.2 Basic Theories of Axiology<br/>3.6.3 Detailed Study of Branches of Axiology<br/>3.7 Education and Philosophy<br/>3.7.1 Educational Philosophy and Philosophy of Education<br/>3.7.2 Difference between Educational Philosophy<br/>and Philosophy of Education<br/>3.7.3 Relationship between Philosophy and Education<br/>3.7.4 Philosophy and Education are Interdependent<br/>3.7.5 Philosophy is dependent on Education<br/>3.7.6 Education is dependent on Philosophy<br/>3.7.7 Contribution of Philosophy in the field of Education<br/>3.7.8 Aims of Education and Educational Philosophy<br/>3.7.9 Curriculum of Education and Educational Philosophy<br/>3.7.10 Methods of Teaching and Educational Philosophy<br/>3.7.11 Discipline and Educational Philosophy<br/>3.7.12 Teacher and Educational Philosophy<br/>3.7.13 Learner and Educational Philosophy<br/>3.7.14 Textbooks and Educational Philosophy<br/>3.7.15 Institution and Educational Philosophy<br/><br/>4 EDUCATION AS A LIBERAL DISCIPLINE<br/>AND ITS INTERDISCIPLINARY NATURE<br/>4.1 Liberal Discipline<br/>4.2 Inter-Disciplinary Nature of Education<br/><br/>5 BASIC CONCEPTS IN PHILOSOPHY OF<br/>EDUCATION: TEACHING, TRAINING, LEARNING,<br/>INQUIRY, INDOCTRINATION W.R.T. CHILD<br/><br/>5.1 Introduction<br/>5.1.1 Education and Learning<br/>5.1.2 Learning Process: Main Steps<br/>5.1.3 Features of Learning<br/>5.2 Education and Teaching<br/>5.3 Education and Training<br/>5.4 Education and Inquiry<br/>5.4.1 Features<br/>5.4.2 Inquiry in relation to Child Entails<br/>5.5 Education and Indoctrination<br/>5.6 Comparative Study of basic concept in Philosophy of Education<br/>6 ASSUMPTIONS ABOUT HUMAN NATURE<br/>6.1 Meaning of Human Nature<br/>6.2 Characteristics of Human Nature<br/>6.3 Assumptions about Human Nature<br/>6.3.1 Human Beings are Religious by Nature<br/>6.3.2 Human Beings are Social by Nature<br/>6.3.3 Human Beings are Conflictual by Nature<br/>7 WESTERN SCHOOLS OF PHILOSOPHY-I (IDEALISM)<br/>7.1 Idealism as a Philosophy of Education<br/>7.2 Various forms of Idealism<br/>7.3 Features/Principles of Idealism<br/>7.4 Educational Implication of Idealism<br/>7.4.1 Idealism and Aims of Education<br/>7.4.2 Idealism and Content or Curriculum<br/>7.4.3 Idealism and Methods of Education<br/>7.4.4 Idealism and Discipline<br/>7.4.5 Idealism and Teacher<br/>7.4.6 Idealism and School<br/>Critical Evaluation of Idealism<br/>8 WESTERN SCHOOLS OF PHILOSOPHY-I (REALISM)<br/>8.1 Meaning and Definitions of Realism<br/>8.2 Fundamental Postulates<br/>8.3 Main Tenets of Realism<br/>8.4 Basic Concepts of Realism<br/>8.5 Realism and Education<br/>8.6 Some Basic Principles of Educational Realism<br/>8.7 Impact of Realism on Different Aspects of Education<br/>8.7.1 Realism and Aims of Education<br/>8.7.2 Realism and Curriculum<br/>8.7.3 Realism and Methods of Teaching<br/>8.7.4 Realism and Discipline<br/>8.7.5 Realism and Teacher<br/>8.7.6 Realism and The Child<br/>8.7.7 Realism and School Organization<br/>8.8 Critical Evaluation<br/>9 WESTERN SCHOOLS OF PHILOSOPHY-I (NATURALISM) 129-145<br/>9.1 Meaning and Definitions<br/>9.2 Types of Naturalism<br/>9.3 Main Characteristics of Naturalism<br/>9.4 Basic Feature/Principles of Naturalism<br/>9.5 Naturalism in Education<br/>9.6 Characteristics/Principles Underlying Naturalistic Education<br/>9.7 Educational Implications of Naturalism<br/>9.7.1 Naturalism and Aims of Education<br/>9.7.2 Naturalism and Curriculum<br/>9.7.3 Naturalism and Methods of Teaching<br/>9.7.4 Naturalism and Discipline<br/>9.7.5 Naturalism and Teacher<br/>9.7.6 Naturalism and Women Education<br/>9.8 Evaluation/Criticism of Naturalism<br/>10 WESTERN SCHOOL OF PHILOSOPHY - II<br/>(PRAGMATISM)<br/>10.1 Meaning and Definition of ‘Pragmatism’<br/>10.2 Features/Principles/Characteristics of Pragmatism<br/>10.3 Types/Forms of Pragmatism<br/>10.4 Pragmatism and Education<br/>10.5 Educational Implications of Pragmatism in Education<br/>10.5.1 Educational Aims of Pragmatism<br/>10.5.2 Pragmatism and Curriculum/Content<br/>10.5.3 Pragmatic Methods of Education<br/>10.5.4 Pragmatism and Discipline<br/>10.5.5 Pragmatism and Teacher<br/>10.6 Evaluation/Criticism of Pragmatism<br/>10.7 Contributions/Merits of Pragmatism<br/>11 WESTERN SCHOOL OF PHILOSOPHY - II<br/>(EXISTENTIALISM)<br/>11.1 Meaning and Definitions of Existentialism<br/>11.2 Existentialism in philosophy<br/>11.2.1 Existentialism and Metaphysics<br/>11.2.2 Existentialism and Epistemology<br/>11.2.3 Existentialism and Axiology<br/>11.3 Principles/Features/Postulates of Existentialism<br/>11.4 Education and Existentialism<br/>11.5 Educational Implications of Existentialism<br/>11.5.1 Existentialism and Aims of Education<br/>11.5.2 Existentialism and Content (Curriculum)<br/>11.5.3 Existentialism and Methods of Teaching<br/>11.5.4 Existentialism and Discipline<br/>11.5.5 Existentialism and Role of Teacher<br/>11.5.6 Existentialism and School<br/>11.6 Evaluation/Criticism/Contributions of Existentialism<br/>11.6.1 Contribution/Merits of Existentialism<br/>12 NATURE AND PLACE OF DIALOGUE, ACTIVITY,<br/>DISCOVERY IN THE PROCESS OF EDUCATION<br/>12.1 Objectives of Good Teaching Methods<br/>12.2 Activity Method<br/><br/>12.2.1 Nature of Activity Method<br/><br/>12.2.2 Place of Activity Method in the Process<br/>of Education<br/><br/>12.2.3 Role of Teacher<br/><br/>12.2.4 Merits<br/><br/>12.2.5 Limitations<br/><br/>12.3 Discovery Method<br/><br/>12.3.1 Nature of Discovery method<br/><br/>12.3.2 Place of Discovery Method in the Process of Education190<br/>12.3.3 Role of teacher<br/><br/>12.3.4 Merits<br/><br/>12.3.5 Limitations<br/><br/>12.4 Dialogue Method<br/><br/>12.4.1 Nature of Dialogue Method<br/>12.4.2 Place of Dialogue Method in the Process<br/>of Education<br/>12.4.3 Role of a Teacher<br/>12.4.4 Merits<br/>12.4.5 Demerits <br/>13 MEANING OF KNOWLEDGE, REASON, BELIEF 204-209<br/>13.1 Meaning of Knowledge<br/>13.1.1 Need of Knowledge<br/>13.1.2 Nature of Knowledge<br/>13.2 Reason<br/>13.2.1 Characteristics of Reason<br/>13.3 Belief<br/>13.3.1 Characteristics of Beliefs<br/>14 SOURCES OF KNOWLEDGE<br/>14.1 Empirical Knowledge<br/>14.2 Rational Knowledge<br/>14.2.1 Characteristics of Rational Knowledge<br/>14.3 Authentication of Knowledge<br/>14.4 Experience<br/>14.5 Values and Ideals<br/>15 RELATIONSHIP BETWEEN SCHOOL AND<br/>EDUCATION, KNOWLEDGE AND SUBJECTS<br/>15.1 Meaning of Education<br/>15.2 Meaning of School<br/>15.3 Importance of School<br/>15.4 Relation between School and Education<br/>15.5 Essential Functions of School as an Agency of Education<br/>15.6 Suggestions to make School an Effective Agency of Education<br/>15.7 Difference Between Education and School<br/>15.8 Relation between School Education, Knowledge and Subjects<br/>16 CONSTRUCTIVISM, SCIENTIFIC METHODS,<br/>REFLECTIVE JOURNALS/JUDGEMENT<br/>16.1 Forms of Constructivism<br/>16.1.1 Key Features of Constructivism<br/>16.1.2 Teachers Strategies<br/>16.1.3 Evaluation Techniques<br/>16.2 Scientific Method<br/>16.2.1 Steps involved in Scientific Method<br/>16.3 Reflective Journal/judgement<br/>17 RELEVANCE OF EDUCATIONAL THOUGHTS<br/>OF INDIAN AND WESTERN THINKERS<br/>17.1 Educational thoughts of Indian Thinkers<br/>17.2 Indian Thinkers and Aims of Education<br/>17.3 Indian Thinkers and Pedagogical Practices in the Classroom<br/>17.4 Indian Thinkers and Role of Teacher<br/>17.5 Educational thoughts of Western Thinkers<br/>17.6 Western Thinkers and Aims of Education<br/>17.7 The Aims of Education according to Western Thinkers<br/>17.8 Western Thinkers and Pedagogical Practices in the Classroom<br/>17.9 Western Thinkers and Role of Teacher<br/>18 CONTRIBUTION OF M.K. GANDHI TO<br/>EDUCATIONAL THOUGHT AND PRACTICE<br/>18.1 Introduction<br/>18.2 A Brief Life-Sketch of Mahatma Gandhi<br/>18.3 Gandhi’s Philosophy of Life<br/>18.3.1 His Religious Philosophy<br/>18.3.2 His Social Philosophy<br/>18.3.3 His Cultural Philosophy<br/>18.3.4 His Political Philosophy<br/>18.4 Blending of Major Philosophies of Education<br/>18.5 Educational Philosophy of Mahatma Gandhi<br/>18.5.1 His Theoretical Postulates<br/>18.5.2 His Educational Doctrinaire/Philosophy<br/>18.6 Meaning of Education<br/>18.6.1 Aims of Education<br/>18.6.2 Gandhi ji and Curriculum<br/>18.6.3 Methods of Teaching<br/>18.6.4 Concept of Discipline<br/>18.6.5 Views About Teacher<br/>18.6.6 Views About Women’s Education<br/>18.6.7 Place of Religion in Education<br/>18.7 Basic Education — Meaning<br/>18.7.1 Features of Basic Education<br/>18.7.2 Philosophy Behind Basic Education<br/>18.7.3 Craft— As the Centre of Education<br/>18.7.4 Criticism<br/>18.8 Contribution of Mahatma Gandhi to Education<br/>18.9 Contribution of Gandhian Educational Philosophy<br/>(Its Relevance)<br/><br/>19 CONTRIBUTION OF RABINDRANATH TAGORE<br/>TO EDUCATIONAL THOUGHT AND PRACTICE<br/>19.1 Introduction<br/>19.2 Brief Life-Sketch<br/>19.3 Tagore’s Philosophy of Life<br/>19.4 Basic Principles of His Educational Philosophy<br/>19.5 Tagore’s Contribution to Education<br/>19.5.1 Meaning of Education<br/>19.5.2 Aims of Education<br/>19.5.3 Contents of Education (Curriculum)<br/>19.5.4 Methods of Teaching<br/>19.5.5 Concept of Discipline<br/>19.5.6 Role of Teacher<br/>19.6 Tagore’s Great Experiment: Shantiniketan<br/>19.6.1 Aims<br/>19.6.2 Constituents of the University<br/>19.6.3 Department of Rural Reconstruction<br/>19.6.4 Characteristics/Features of Shantiniketan<br/>19.7 A Comparative Study Gandhi and Tagore as Educationists<br/>19.7.1 Similarities<br/>19.7.2 Dis-similarities<br/>20 EDUCATIONAL THOUGHT OF<br/>JIDDU KRISHNAMURTI (1895-1986)<br/>20.1 Introduction<br/>20.2 Life Profile of J. Krishnamurti<br/>20.3 J. Krishnamurti’s Philosophy of Life<br/>20.4 J. Krishnamurti’s Philosophy of Education<br/>20.4.1 Aims of Education<br/>20.4.2 Critical Appraisal of J. Krishnamurti’s<br/>Philosophy of Education<br/>21 DR. B.R. AMBEDKAR (1891-1956)<br/>21.1 Introduction<br/>21.2 Brief life sketch<br/>21.3 His Works<br/>21.4 Educational Philosophy<br/>21.5 Meaning of Education<br/>21.6 Importance of Education<br/>21.7 Aims of Education<br/>21.8 Curriculum<br/>21.9 Methods of Teaching<br/>21.10 Role of Teacher<br/>21.11 Dr. Babasaheb Ambedkar, a Realist/Pragmatic<br/><br/>Rather than Idealist<br/><br/>22 PLATO (427 B.C.-347 B.C.)<br/>22.1 Introduction<br/>22.2 Brief Life Sketch<br/>22.3 Contact with Socrates<br/>22.4 Plato’s Visits to Different Countries<br/>22.5 Plato’s Academy<br/>22.6 Plato’s General Philosophy<br/>22.7 Contribution of Plato to Educational thought and Practice<br/>22.8 Functions of Education<br/>22.9 Aims of Education<br/>22.10 Curriculum<br/>22.11 Methods of teaching<br/>22.12 Discipline<br/>22.13 Role of Teacher<br/>22.14 Summary of Plato’s Outstanding contribution to Education<br/>22.15 Shortcomings of Plato’s Educational Philosophy<br/>23 CONTRIBUTION OF JEAN JACQUES ROUSSEAU<br/>TO EDUCATIONAL THOUGHT AND PRACTICE<br/>23.1 Introduction<br/>23.2 A Brief Life Sketch<br/>23.3 His Philosophy of Life<br/>23.4 Naturalism of Rousseau and Education<br/> (Implications/Contribution to Educational Thought)<br/>23.5 Criticism of Rousseau’s Education<br/>23.6 Rousseau’s Theory of Negative Education<br/>23.7 Rousseau’s Emile and its Importance<br/>23.8 Its Importance<br/>23.9 Rousseau’s Contribution to the Field of Education<br/>24 CONTRIBUTION OF JOHN DEWEY IN EDUCATION<br/>24.1 John Dewey’s Brief Life Sketch<br/>24.2 Dewey as a Prolific Writer<br/>24.3 Dewey’s General Philosophy<br/>24.4 Dewey’s Educational Philosophy<br/>24.5 John Dewey on Education<br/>24.6 Contribution of John Dewey to the Educational<br/> Thought and Practice<br/>24.7 Comparison of the Educational Philosophies of<br/> Gandhi ji and John Dewey<br/>25 PAULO FREIRE (1921-1997) : PEDAGOGY OF<br/>THE OPPRESSED<br/>25.1 Brief Biography<br/>25.2 Writings and Works<br/>25.3 Summary of the Text<br/>25.4 Criticism of the Book — Pedagogy of the Oppression<br/>25.5 Educational Philosophy of Paulo Freire<br/>25.6 Contribution/Significance/Merits of Paulo Freire’s<br/> Philosophy of Education<br/>25.7 Relevance of Paulo Freire’s Views on Education<br/>to Indian Context<br/>25.8 Limitations of Freire’s Educational Ideas<br/> |
| 300 ## - Page No. | |
| Page No | 384p |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | |
| Koha item type | General Books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Date acquired | Cost, normal purchase price (Rupees) | Total Checkouts | Full call number | Barcode | Date last seen | Date checked out | Price effective from | Koha item type | Total Renewals | Checked out | Source of acquisition |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.10.2019 | 300.00 | 2 | 370.089 914 11 NAN | BED0006282 | 27.12.2023 | 21.12.2023 | 24.10.2019 | Reserve Books Section | |||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.10.2019 | 300.00 | 18 | 370.089 914 11 NAN | BED0006283 | 14.11.2024 | 22.10.2024 | 24.10.2019 | General Books | |||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.10.2019 | 300.00 | 20 | 370.089 914 11 NAN | BED0006284 | 03.10.2024 | 23.09.2024 | 24.10.2019 | General Books | |||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.10.2019 | 300.00 | 20 | 370.089 914 11 NAN | BED0006285 | 03.10.2024 | 23.09.2024 | 24.10.2019 | General Books | |||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.10.2019 | 300.00 | 24 | 370.089 914 11 NAN | BED0006286 | 06.11.2024 | 22.10.2024 | 24.10.2019 | General Books | |||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.10.2019 | 300.00 | 17 | 370.089 914 11 NAN | BED0006287 | 07.10.2024 | 10.09.2024 | 24.10.2019 | General Books | 2 | ||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.10.2019 | 300.00 | 18 | 370.089 914 11 NAN | BED0006288 | 18.01.2024 | 21.12.2023 | 24.10.2019 | General Books | |||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.10.2019 | 300.00 | 23 | 370.089 914 11 NAN | BED0006289 | 03.10.2024 | 30.09.2024 | 24.10.2019 | General Books | |||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.10.2019 | 300.00 | 20 | 370.089 914 11 NAN | BED0006290 | 06.11.2024 | 22.10.2024 | 24.10.2019 | General Books | |||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.10.2019 | 300.00 | 20 | 370.089 914 11 NAN | BED0006291 | 03.10.2024 | 20.09.2024 | 24.10.2019 | General Books | |||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.10.2019 | 300.00 | 26 | 370.089 914 11 NAN | BED0006292 | 11.11.2024 | 22.10.2024 | 24.10.2019 | General Books | |||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.10.2019 | 300.00 | 22 | 370.089 914 11 NAN | BED0006293 | 03.10.2024 | 23.09.2024 | 24.10.2019 | General Books | |||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.10.2019 | 300.00 | 21 | 370.089 914 11 NAN | BED0006294 | 03.10.2024 | 23.09.2024 | 24.10.2019 | General Books | |||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.10.2019 | 300.00 | 23 | 370.089 914 11 NAN | BED0006295 | 03.10.2024 | 30.09.2024 | 24.10.2019 | General Books | |||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.10.2019 | 300.00 | 15 | 370.089 914 11 NAN | BED0006296 | 20.12.2023 | 06.12.2023 | 24.10.2019 | General Books | |||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.10.2019 | 300.00 | 22 | 370.089 914 11 NAN | BED0006297 | 08.11.2024 | 22.10.2024 | 24.10.2019 | General Books | |||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.10.2019 | 300.00 | 17 | 370.089 914 11 NAN | BED0006298 | 03.10.2024 | 23.09.2024 | 24.10.2019 | General Books | |||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.10.2019 | 300.00 | 23 | 370.089 914 11 NAN | BED0006299 | 01.10.2024 | 24.09.2024 | 24.10.2019 | General Books | |||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.10.2019 | 300.00 | 20 | 370.089 914 11 NAN | BED0006300 | 12.08.2024 | 12.08.2024 | 24.10.2019 | General Books | 26.12.2025 | ||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 24.10.2019 | 300.00 | 19 | 370.089 914 11 NAN | BED0006301 | 12.11.2024 | 22.10.2024 | 24.10.2019 | General Books | |||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 18.03.2021 | 14 | 370.089 914 11 NAN | BEDD000550 | 03.10.2024 | 23.09.2024 | 18.03.2021 | General Books | Dr Jyoti Bhalla | |||||||
| Dewey Decimal Classification | Guru Nanak College of Education | Guru Nanak College of Education | 18.03.2021 | 17 | 370.089 914 11 NAN | BEDD000541 | 03.10.2024 | 23.09.2024 | 18.03.2021 | General Books | Dr Jyoti Bhalla |