This reminds me of the debate over whether performance-enhancing drugs should be allowed in mathematics. Why do you think it's so important for the candidate to personally invent every aspect of their solution? What if you just told people that it's ok to use external resources to solve the problem?
A class might give exams in any of these ways:
- exams only happen in class, where everyone can notionally be supervised
- exams are take-home, but you can't read the textbook while you're taking one
- exams are take-home, and you're free to read the textbook
There's cheating under all of those models, including the first one which takes the form that it does specifically to prevent cheating. The implicit goal (for the students) of model 1 is to make sure they've internalized whatever is being taught. The implicit goal of model 3 is to make sure that, even if they haven't internalized the material, they're capable of applying it. The implicit goal of model 2 is to make sure they'll comply with arbitrary, unenforceable demands (in this context, usually called "the Honor Code"). That might make sense if you're hiring a cashier -- but is it really your first priority?
Do you feel similarly that the implicit goal of this model is "to make sure they'll comply with arbitrary, unenforceable demands" and still not to test internalization of the material?