Theory, standard, specification, and the ideal of civil engineering:

THEORY OF CIVIL ENGINEERING:

Theoretical knowledge and practical experience must shape the training of
civil engineer, to achieve optimal professional development.

ENGINEERING, BASIC SCIENCES, ENGINEERING SCIENCES AND TECHNOLOGIES

The first point of discussion in the epistemological analysis of this process lies in
to distinguish which field of knowledge this discipline belongs to. There is a consensus
among the different consulted authoring individuals regarding the fact that engineering is a
field of knowledge that is difficult to define. Engineering is the discipline that brings together
other areas of knowledge, such as basic sciences, applied sciences, sciences
from engineering and applied technology sciences, and uses them to apply them in the
problem solving. At this point, broader reasoning becomes necessary
about this issue to help clarify the scope of engineering.
To begin with, Díaz (2013, p.23) explains that "a clear distinction between knowledge
The purely scientific and the engineering is that the former is used for explanations.
causal factors that allow for a better understanding of the world, thus generating information
etiological, while the other generates teleological information.” When a person
an engineer thinks about the definition of engineering, one of the first ideas that arises is
the practical resolution of problems, for this it applies a series of knowledge from
basic and applied sciences, aided by the tools that technological development
it makes available to you, allowing you to make decisions about a reasonable solution
to the problem. Emphasis is placed on what is feasible and reasonable because, unlike others
disciplines, the professional person in engineering usually starts from the premise that the
the solution you are looking for is not perfect or unique, but it is achievable with the resources available.
what matters, and expects that the performance of such a solution will be acceptable within
the safety and durability parameters you selected for the case.
Galland (2011, p.05) states that "the researcher of basic or natural sciences
works on topics that interest him for purely cognitive reasons, while
the applied researcher and the engineer study topics of possible social interest,
there is a desire to find a solution to well-defined and contextualized problems. That is,
Engineering work responds to a reality; it is due to a need of society.
where it acts, therefore, engineering must reflect a strong social component that to
sometimes it is not as visible in the specific projects it solves. For Poser (1998,
the professional in engineering does not necessarily desire more knowledge
deep of a situation, but rather a 'better' solution to the problem that
it is posed to them. Many times, the engineer is not interested in going deep into
etiological terms, but rather to simplify the problem as much as possible to control the

Etiology is the study of the causes of things.

Teleology is the study of the ends or purposes of things (final causes).
analysis variables and thus, better model what may happen with the solution that is
is being raised.
Similarly, Prince and Llach (2006, p. 04) point out that the basic sciences and the
engineering has different methods and pursues different objectives. "pure" science
seeks a universal truth, while engineering pursues a utilitarian end. If someone
he is a professional in engineering who believes that his work is not useful, he does not invest time in
Hello, it trains you to be efficient in the use of resources, including time.
who investigates in engineering, all their effort is associated with
to address a specific need or create a new solution to the problem that is
analyzing; emphasizes improving without leading to perfection. For the person
A specialist in engineering would not need to be applying a universal truth or
absolute, an example of this is that it uses theories of Newtonian mechanics to resolve
a large number of the problems it faces, knowing that there are others
most universal theories to understand the universe of physics.
This fundamental difference between engineering and basic or natural sciences
also determines important differences in methodologies and ways of proceeding in
the different areas, as well as the way in which each one is learned and taught
them. When comparing engineering with the engineering sciences or applied sciences,
Bulleit (2012, p. 1145) explains that the former makes significant use of the latter, the
motive, according to that author, is the context of contingency and uncertainty in which the
people who work in engineering must make decisions. Those who practice engineering
they must be clear that the simplified models of applied sciences or
Engineering sciences that may omit information that should be considered.
during real projects. Certainly, those sciences are indispensable for the
engineering exercise, as they allow the creation of a mathematical or physical model that
It allows finding a measurable solution. However, they are insufficient to explain the
mode of proceeding of engineering.
When considering the difference between engineering and applied technology,
Poser (1998, p. 91) points out that 'the ability to interpret a particular situation
what is required of an engineer transcends the merely technological, as it requires judgment
that situation in a context of ethical values anchored in a specific social context.
Additionally, Bulleit (2012 p. 1149) explains that, although the technologist and the engineer
share some elements related to 'know how' that apply
through the design of artifacts that meet the needs of a situation
specifically, there is a difference in the depth of the heuristic methods
of engineering and technology.
For the present research, the difference between engineering and technology lies
certainly in the contextualization of the problems to be solved, and in the particularity
what this can give to each situation. This happens, as Bulleit argued, because of the
ethical application of engineering knowledge to problem-solving. Also
it is considered that there is a difference in the application of methods and theories, said
the difference is explained below: in the case of the professional in
engineering, the methods range from 'mundane' conceptions, such as design
by means of hydraulic retention time, or 'rules of thumb', such as
rules for adding decibels directly, up to more abstract models, like those
flow concepts in open channels and advanced structural analysis techniques that
require a better understanding of nature. In that sense, unlike the
professional in applied technology, the professional in engineering requires
a solid conceptual foundation of engineering sciences, allowing you to have
clear concepts when it comes to using the heuristic methods that it implements.

THEORETICAL AND METHODOLOGICAL CONCEPTION OF ENGINEERING

As a specific area of human knowledge, engineering has its own

methods to achieve their goals, they have developed over many years and,
to a large extent, through trial and error. Some of these methods are old, but
they are still considered valid, as long as a better way is not found to
approaching modeling to reality. For example, in engineering it is common to
use of monograms that have been developed empirically or with
experimentation for a given context; however, in the absence of others
tools are considered valid for problem-solving, as long as they
explain the limitations of the case.
Bulleit (2012, p. 1144) explains that, 'in the effort to solve the problems of society,
Engineers design large or small artifacts. In the case of civil engineering.
these artifacts are works such as bridges, buildings, roads, treatment plants
wastewater, among others.
According to this author, developing that skill for design should precisely be the goal.
latest in engineering education. In this sense, the design process in engineering
I should resume the use of engineering sciences, a heuristic reasoning, a
ability to visualize something that does not yet exist and a "know how" to create, passing
sometimes through a process of 'trial and error' (Bulleit, 2012, p.1145). The above is
add the analysis of a specific social context, inseparable from the feasibility of
develop the solutions with the available resources and limitations.
Due to the importance of the design mentioned earlier, some entities of
accreditation of engineering programs, such as the Engineering Accreditation Committee of
Canada (CEAB, for its initials in English), for example, emphasizes the amount of
design hours in engineering training programs. As happens with design
in engineering, those accrediting entities also promote that the training considers
other attributes or qualities that contribute to the development of the professional future in
engineering, such as research skills, oral expression skills and
writing, professionalism, ethics, among others. In this way, design would be a
core quality, although insufficient on its own, for education and practice of the
engineering today.
Resuming the use of heuristics in engineering, people who have written about the topic
as Dias (2013, p. 23), Figuereido (2008, p. 1), Poser (1998, p. 86) and Prince and Llach
(2006, p. 4) agree that design is precisely a distinguishing element of this
discipline. Bulleit (2012, p. 1146) defines heuristics as "anything that provides
a plausible idea or help from the direction to take in solving a problem, but
what can be unjustifiable and even can fail." This is not far from what was suggested by the
the very root of the word 'heuristic' (and of the 'Eureka!' attributed to Archimedes), heurískein,
this is to find a solution based on the diversity of findings that arise
getting along the way. When the engineering person is practicing the profession, it is
that is precisely what it does in many cases: test possible models that
approach the solutions until finding the one that best fits the circumstances
particulars, knowing that, along the way, their designs or ideas may change.
A professional in engineering must make decisions based on knowledge.
often limited and under conditions of high uncertainty, for which it employs
heuristic methods. This approach of engineering is quite different from the
scientific method of reasoning by deduction, because, in the first case, it is usually used
an inductive reasoning procedure (Bulleit, 2012, p. 1149), moving from
very specific conditions (a contextualized problem) to a general model that
it allows finding a solution to the specific problem. Once that solution is found,
it must return to the context and place it in the social, environmental, and even conditions
policies that are in place to assess whether their implementation is feasible.

In the words of Koen (2003, p. 94), the problem-solving method in

Engineering is the use of heuristics to bring about positive change in a situation.
poorly understood, and in accordance with the available resources. To this end, and
based on the heuristic method, in engineering both theories are often used.
scientific as well as technological. Scientific theories correspond to those formulated
from the basic sciences and aim to facilitate a better understanding of the
problem and the surrounding environment. Technological theories, on the contrary, are theories
that have a more practical than cognitive purpose. They are divided into substantive theories and
operational (Galland, 2011, p. 06), and they are also used in engineering, as
explain below.
The substantive technological theories that Galland (2011, p. 06) mentions provide
knowledge about the object of an action and is derived from scientific theories. By
For example, a scientific theory could be "water boils at 100°C", while the theory
substantive, of a more practical nature, could be stated as 'to boil water (the objective
practical), heat it until it reaches 100°C." An example applied to Civil Engineering, among
These two types of theories occur in soil mechanics as a scientific theory, and the
geotechnics as a technological theory, as the latter aims to use the concepts
from the first to solve specific cases.
Operational technological theories study the complex relationships between being
human-machine in more or less real situations (Galland, 2011, p. 7). To illustrate,
in the study of transportation, operational technological theories are used that
they intend to study the behavior of the system and the relationship between the different
variables (more than studying the vehicles themselves), in order to generate knowledge
for decision-making (example of a practical objective: optimize a system of
transport of a city.
From those technological theories, technological rules are also generated (or
nomopragmatic statements) (Galland, 2011, p. 8), which would be "practical recipes" about
how to act, in certain cases, to achieve the desired end. Many times, these
"recipes" will be used by other engineering people without questioning much their
background, seeking the benefit of a quick solution and assuming uncertainty
associated, until a "better recipe" is available. Heuristic design in the
engineering is often guided by those technological rules, established by the good
practice and the different design codes that someone else has already studied in depth.
Certainly, there are professionals and academics in engineering who, with criteria
scientists aim to improve these rules or recipes to make them available to the
other colleagues.
In summary, all engineering employs heuristic methods, established in theories, and rules.
technological with the aim of designing artifacts (in the case of civil engineering these
Artifacts are the infrastructures or services that allow solving problems.
specific to society. Now, there are many branches of civil engineering, the
The difference between them lies in the type of societal problem each one addresses.
This will be addressed in detail later.

DIMENSIONS OF ENGINEERING
it aims to encompass the social dimension of engineering:
Social sciences: as the main difference compared to technology individuals,
engineers must address a social dimension in their projects (Figuereido, 2008,
p.3), in order to recognize the eminently social nature of the world in which
they act. The creation of social and economic value, as well as the satisfaction of the
social needs are the ultimate goals of Engineering.
Basic sciences: the logic and rigor of these disciplines are extracted to generate
knowledge through analysis and experimentation. Someone who is dedicated to engineering
must have a solid background in basic sciences to create new devices from
of heuristic methods, as has been mentioned.
Design: It has also been mentioned the importance of this dimension for engineering,
design requires a prior mental configuration process in the search for a
solution in any field. It is a conceptualization and planning of what is not yet
It exists, it is the integration of technical, social, and economic requirements, needs
biological, ergonomics with psychological effects and materials, shape, color, volume and
space, all of it thought out and interrelated with the environment that surrounds it
humanity.
Practical realization: the professional person in engineering makes changes in the
world, faces the challenges and considers the existing complexities through
flexibility and perseverance. This recalls the teleological nature of Engineering,
mentioned earlier, as well as a fundamental place for thought of the
ethics.

AREAS AND FIELDS OF ACTION IN CIVIL ENGINEERING

Structural engineering: is responsible for conceptualizing, designing, analyzing, and evaluating the
elements and structural systems of any civil work in order to guarantee
its functionality, life safety, as well as other economic aspects
aesthetics.
Construction engineering: it is responsible for the planning, management and
materialization of civil works, for which it makes use of construction techniques and
adequate deconstruction to meet the project specifications. It
they consider the process and construction techniques, the prevention of occupational risks,
the costs and budgets involved, the construction equipment, machinery,
appraisals or evaluations of projects and expert opinions, as well as the selection and management of
personal.
Hydraulic resources engineering: it is responsible for the planning, design, and execution
of works related to water for the benefit, protection, and use of
resource.
Environmental engineering: is responsible for identifying, conceptualizing, analyzing and solving
problems that arise from the interaction between the activities carried out by the being
human and the environment that surrounds it, in order to guarantee
adequate sanitary and environmental conditions for life in society.
Transport engineering: it is responsible for planning, design, operation,
maintenance, rehabilitation, performance and evaluation of integrated systems
transport, including pavements and materials, with special emphasis on aspects
economic and public policy.
Geotechnical engineering: it is responsible for the study of mechanical properties and
hydraulics of soils and rocks for the conceptualization, design, and construction of
engineering works, for which it relies on soil mechanics, the mechanics of
rocks, geology, and geological engineering.

THE CHANGES IN THE METHODS AND TOOLS USED BY ENGINEERING

CIVIL
One of the biggest changes for the discipline is the technological advancement in the use of
tools. Part of the ability to practice engineering lies precisely in
knowing how to efficiently use those tools for problem solving. In the
last 23 years (the period that the current curriculum has been in effect) the amount
of computer resources that come to support the daily work of engineering has
radically increased. Six of the ten expert individuals interviewed agreed
in which this change implies a process of readjustment of what is learned in engineering and
how it is done. However, it is worth highlighting the position of one of them by emphasizing that it is
It is important not to forget the foundations and conceptual knowledge: 'in that race to be
At the forefront of technology, one cannot forget the importance of having clarity in the
concepts that are behind and in understanding what is happening in reality to
simplify it and solve it.

Another important change that has occurred in the discipline and that has repercussions in a way
negative in the influence that engineers have or maintain in decision-making
Decisions in the country are the lack of interest in political participation at the national level.
This has consequences on the level of infrastructure development and in the
planning of our cities. Although the built-up area doubled in the
Greater Metropolitan Area between the years 80 and 2010, and the population density increased from
68.3 to 75.4 inhabitants per urban hectare in that period (State of the Nation, 2015,
p.275), investment in infrastructure did not grow in the same way, and partly, according to
the inquiries made, this lag can be attributed to the lack of dynamism of the
professionals in civil engineering in the public sectors of the country. This statement
indicated by several of the consulted persons was discussed in the workshops with
teachers, who cautiously validated the statement, which led to the conclusion of the
importance of valuing such lack of dynamism associated with the way it is incentivized
students' participation in public spaces from the classrooms. Participation
it can be one of the most powerful tools for managing change.