Short communication: (What) To teach or not to teach – that is the question

Handle URI:
http://hdl.handle.net/10754/623251
Title:
Short communication: (What) To teach or not to teach – that is the question
Authors:
Santamarina, Juan Carlos
Abstract:
There has been an explosion of knowledge in geotechnical engineering, yet the art and science paradigm remains deeply rooted in the field. Geotechnical engineering students will face today’s prevailing difficulties as well as new and demanding geotechnical challenges such as those associated with energy and the environment. Confronting these situations and needs requires a sound and resourceful foundation. Therefore, geotechnical engineering teachers must review their educational programmes (a) to reconsider the role of empiricism, (b) to prune incorrect concepts and biases (e.g., enduring misnomers, incorrect explanations, superseded graphical approaches, unsound tricks and fragile correlations, and education based on extremes (dry–saturated, clay–sand, drained–undrained)), and (c) to promote a careful understanding of fundamentals (e.g., the particulate nature of soils and fractured rocks, formation history, the essential relevance of effective stress, thermo-hydro-chemo-mechanical coupled processes, repetitive loads and ubiquitous localisations). Finally, they must continue reflecting on the role of the engineer in society, within an ever-changing world as the driver for innovation.
KAUST Department:
King Abdullah University of Science and Technology, Thuwal, Kingdom of Saudi Arabia
Citation:
Santamarina JC (2015) Short communication: (What) To teach or not to teach – that is the question. Geotechnical Research 2: 135–138. Available: http://dx.doi.org/10.1680/jgere.15.00004.
Publisher:
Thomas Telford Ltd.
Journal:
Geotechnical Research
Issue Date:
9-Feb-2016
DOI:
10.1680/jgere.15.00004
Type:
Article
ISSN:
2052-6156
Sponsors:
This briefing benefited from the writings, conversations, and feedback from many colleagues, in particular, E. Alonso, C. Arson, J. Atkinson, R. Bachus, R. Bonaparte, S. Chong, M. Dusseault, D. Frost, A. Garcia, A. Gens, G. Gudehus, J. Jang, P. Mayne, J. Mitchell, M. Pantazidou, S. Roshankhah, A. Schofield and R. Sullivan.
Additional Links:
http://www.icevirtuallibrary.com/doi/10.1680/jgere.15.00004
Appears in Collections:
Articles

Full metadata record

DC FieldValue Language
dc.contributor.authorSantamarina, Juan Carlosen
dc.date.accessioned2017-04-17T11:33:47Z-
dc.date.available2017-04-17T11:33:47Z-
dc.date.issued2016-02-09en
dc.identifier.citationSantamarina JC (2015) Short communication: (What) To teach or not to teach – that is the question. Geotechnical Research 2: 135–138. Available: http://dx.doi.org/10.1680/jgere.15.00004.en
dc.identifier.issn2052-6156en
dc.identifier.doi10.1680/jgere.15.00004en
dc.identifier.urihttp://hdl.handle.net/10754/623251-
dc.description.abstractThere has been an explosion of knowledge in geotechnical engineering, yet the art and science paradigm remains deeply rooted in the field. Geotechnical engineering students will face today’s prevailing difficulties as well as new and demanding geotechnical challenges such as those associated with energy and the environment. Confronting these situations and needs requires a sound and resourceful foundation. Therefore, geotechnical engineering teachers must review their educational programmes (a) to reconsider the role of empiricism, (b) to prune incorrect concepts and biases (e.g., enduring misnomers, incorrect explanations, superseded graphical approaches, unsound tricks and fragile correlations, and education based on extremes (dry–saturated, clay–sand, drained–undrained)), and (c) to promote a careful understanding of fundamentals (e.g., the particulate nature of soils and fractured rocks, formation history, the essential relevance of effective stress, thermo-hydro-chemo-mechanical coupled processes, repetitive loads and ubiquitous localisations). Finally, they must continue reflecting on the role of the engineer in society, within an ever-changing world as the driver for innovation.en
dc.description.sponsorshipThis briefing benefited from the writings, conversations, and feedback from many colleagues, in particular, E. Alonso, C. Arson, J. Atkinson, R. Bachus, R. Bonaparte, S. Chong, M. Dusseault, D. Frost, A. Garcia, A. Gens, G. Gudehus, J. Jang, P. Mayne, J. Mitchell, M. Pantazidou, S. Roshankhah, A. Schofield and R. Sullivan.en
dc.publisherThomas Telford Ltd.en
dc.relation.urlhttp://www.icevirtuallibrary.com/doi/10.1680/jgere.15.00004en
dc.rightsThis is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.en
dc.titleShort communication: (What) To teach or not to teach – that is the questionen
dc.typeArticleen
dc.contributor.departmentKing Abdullah University of Science and Technology, Thuwal, Kingdom of Saudi Arabiaen
dc.identifier.journalGeotechnical Researchen
dc.eprint.versionPublisher's Version/PDFen
kaust.authorSantamarina, Juan Carlosen
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