Since the implementation of the Honor System in 1999, Honor System staff have emphasized a student development perspective in adjudicating those found in violation of the Honor Pledge. Several studies have determined that becoming more congruous in integrity is one of several developmental tasks of college students (Kohlberg, 1984; Pascarella & Terenzini, 1991; Perry, 1968/1999; Rest & Narvaez, 1991).
Those associated with the Honor System are therefore committed to using procedures and sanctions that are educational in nature. We strongly believe that college students are still developing in what it means to make ethical decisions in times of dilemmas (whether or not to cheat). We also believe that character development (becoming more honest) does not stop when young adults leave home. On the contrary, many college students learn what it means to be a good person and a good citizen through liberal education (in the old-fashioned definition) and in projects such as service learning.
When young adults learn that it's not all about ME, they come to understand that living in a community requires following certain rules and regulations for the betterment of the community itself. Sometimes, young adults away from home need to learn (from the guidance of those more experienced) that it's about YOU and ME, together.