[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: commitment
Target surface form: commitment
Context:
In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands. Their <t>commitment</t> to "creativity "can not survive adolescent illiteracy. American education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share.

Candidate senses:
1. sense_key=commitment%1:07:01:: | definition=the trait of sincere and steadfast fixity of purpose | synonyms=committedness | examples=a man of energy and commitment
2. sense_key=commitment%1:04:00:: | definition=the act of binding yourself (intellectually or emotionally) to a course of action | synonyms=allegiance, loyalty, dedication | examples=his long commitment to public service; they felt no loyalty to a losing team
3. sense_key=commitment%1:04:02:: | definition=an engagement by contract involving financial obligation | examples=his business commitments took him to London
4. sense_key=commitment%1:10:00:: | definition=a message that makes a pledge | synonyms=dedication
5. sense_key=commitment%1:04:01:: | definition=the official act of consigning a person to confinement (as in a prison or mental hospital) | synonyms=committal, consignment

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

raw_output: sense_index": 2}

content: sense_index": 2}

reasoning_content:
1.     *   Object: "creativity" (referring to a specific educational philosophy/approach described earlier as "romantic rebellion against disciplined instruction").
    *   Action/State: Their commitment to this philosophy cannot survive (endure) when faced with the negative consequence (adolescent illiteracy).
    *   Preceding context: Parents find the "romantic extravagance" attractive. They want a decent education and have common sense.
    *   Meaning in context: Parents have an intellectual or emotional attachment/allegiance to the idea of "creativity" in education. They have bound themselves to this course of action or belief, perhaps loosely or romantically. It implies a dedication or loyalty to a concept.

2.  **Analyze the Candidate Senses:**

    *   **Sense 1:** `commitment%1:07:01::` - "the trait of sincere and steadfast fixity of purpose" (synonyms: committedness).
        *   Evaluation: This refers to a personality trait (being a committed person). While parents might possess this trait, the sentence talks about their commitment *to* something specific ("creativity"). It's more about the relationship/binding to a specific cause than a general character trait of "steadfast fixity". However, it's a strong contender because it implies holding onto a purpose.

    *   **Sense 2:** `commitment%1:04:00::` - "the act of binding yourself (intellectually or emotionally) to a course of action" (synonyms: allegiance, loyalty, dedication).
        *   Evaluation: This fits well. Parents are emotionally or intellectually bound to the educational ideology of "creativity". The examples "his long commitment to public service" align well with "commitment to 'creativity'". The phrase "binding yourself... to a course of action" describes the parents' adoption of the "creativity" educational philosophy.

    *   **Sense 3:** `commitment%1:04:02::` - "an engagement by contract involving financial obligation".
        *   Evaluation: The context is educational philosophy and parenting, not a financial contract or business deal. Incorrect.

    *   **Sense 4:** `commitment%1:10:00::` - "a message that makes a pledge" (synonyms: dedication).
        *   Evaluation: This is usually a speech act (like a dedication in a book or a promise). The parents aren't delivering a message or making a formal pledge in this context. Incorrect.

    *   **Sense 5:** `commitment%1:04:01::` - "the official act of consigning a person to confinement".
        *   Evaluation: This is legal/medical (committing someone to an institution). Incorrect.

3.  **Compare Sense 1 and Sense 2:**
    *   Sense 1 focuses on the *trait* (a personal quality of being steadfast).
    *   Sense 2 focuses on the *act* or state of binding oneself to a *course of action* or cause.
    *   In the sentence "Their commitment to 'creativity'...", "commitment" acts as a noun denoting the.
    *   WordNet 3.0/3.1") and the *act/state* (Sense 2, "his commitment to the cause").
    *   The phrase "commitment to X" is prototypical for Sense 2 (binding oneself to a course of action/cause). The example provided in Sense 2 is "his long commitment to public service". This parallels "Their commitment to 'creativity'" perfectly.
    *   Sense 1 examples usually look like "a man of energy and commitment" (where commitment is an abstract quality of the person).
    *   Here, the parents have a specific attachment to an idea ("creativity"). They have bound themselves to this educational philosophy. The text contrasts this commitment with the practical reality (illiteracy), suggesting that their dedication (Sense 2) is fragile.

    Let's look closer at the definitions.
    Sense 1: "trait of sincere and steadfast fixity of purpose".
    Sense 2: "the act of binding yourself (intellectually or emotionally) to a course of action".

    The context says parents find this "romantic extravagance so attractive." They are emotionally drawn to it. This aligns with "binding yourself emotionally" in Sense 2. The "course of action" is the educational approach of "creativity".
    Therefore, Sense 2 is the precise mechanism: they have emotionally bound themselves to the "creativity" approach. Sense 1 is a broader personality trait. While related, Sense 2 captures the specific relationship to the object "creativity".

4.  **Final Selection:**
    *   Target: "Their commitment to 'creativity'"
    *   Definition match: "binding yourself (intellectually or emotionally) to a course of action".
    *   Example match: "his long commitment to public service" vs "Their commitment to 'creativity'".
    *   Selection: Sense 2.

provider: Amazon Bedrock


status: success

[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: commitment
Target surface form: commitment
Context:
In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands. Their <t>commitment</t> to "creativity "can not survive adolescent illiteracy. American education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share.

Candidate senses:
1. sense_key=commitment%1:07:01:: | definition=the trait of sincere and steadfast fixity of purpose | synonyms=committedness | examples=a man of energy and commitment
2. sense_key=commitment%1:04:00:: | definition=the act of binding yourself (intellectually or emotionally) to a course of action | synonyms=allegiance, loyalty, dedication | examples=his long commitment to public service; they felt no loyalty to a losing team
3. sense_key=commitment%1:04:02:: | definition=an engagement by contract involving financial obligation | examples=his business commitments took him to London
4. sense_key=commitment%1:10:00:: | definition=a message that makes a pledge | synonyms=dedication
5. sense_key=commitment%1:04:01:: | definition=the official act of consigning a person to confinement (as in a prison or mental hospital) | synonyms=committal, consignment

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

[Assistant] sense_index": 2}

[User] Your previous answer was invalid. Choose one candidate index between 1 and 5. Return only valid JSON exactly like {"sense_index": 1}.

finish_reason: stop

role: assistant

reasoning_content:
1.  **Analyze the Context:**
    *   **Sentence:** "Their <t>commitment</t> to "creativity "can not survive adolescent illiteracy."
    *   **Subject:** "Their" refers to the parents mentioned earlier ("these same parents").
    *   **Object/Goal:** "to 'creativity'" (specifically the romantic notion of creativity in education described previously).
    *   **Contrast:** The sentence contrasts the parents' desire for a "decent education" (common sense) with their attraction to "romantic extravagance" (creativity/expressivism). The "commitment" here is a dedication or attachment to an idea or cause.
    *   **Meaning:** The parents are intellectually or emotionally invested in the idea of "creativity" in education. They support it. The sentence says this support/investment cannot survive if their children become illiterate adolescents.

2.  **Analyze the Candidate Senses:**

    *   **Sense 1 (commitment%1:07:01::):**
        *   *Definition:* the trait of sincere and steadfast fixity of purpose.
        *   *Synonyms:* committedness.
        *   *Examples:* a man of energy and commitment.
        *   *Fit:* This refers to a personal character trait (being a committed person). While parents might have this trait, the context emphasizes their attachment to a specific educational philosophy ("creativity"). It's less about their general character trait and more about their allegiance to a specific cause.

    *   **Sense 2 (commitment%1:04:00::):**
        *   *Definition:* the act of binding yourself (intellectually or emotionally) to a course of action.
        *   *Synonyms:* allegiance, loyalty, dedication.
        *   *Examples:* his long commitment to public service; they felt no loyalty to a losing team.
        *   *Fit:* This fits perfectly. The parents are binding themselves (intellectually/emotionally) to the "course of action" or philosophy of fostering creativity in education. The phrase "commitment to 'creativity'" parallels the example "commitment to public service." It implies loyalty or dedication to a cause.

    *   **Sense 3 (commitment%1:04:02::):**
        *   *Definition:* an engagement by contract involving financial obligation.
        *   *Fit:* Incorrect. The context is educational philosophy, not a financial contract.

    *   **Sense 4 (commitment%1:10:00::):**
        *   *Definition:* a message that makes a pledge.
        *   *Synonyms:* dedication.
        *   *Fit:* Incorrect. The text doesn't refer to a verbal statement or message pledging something; it refers to the state of mind or adherence to the idea.

    *   **Sense 5 (commitment%1:04:01::):**
        *   *Definition:* the official act of consigning a person to confinement (as in a prison or mental hospital).
        *   *Fit:* Incorrect. This is about incarceration.

3.  **Comparison and Decision:**
    *   Sense 1 describes a *trait* (he is a man of commitment).
    *   Sense 2 describes the *act/state of binding oneself to a cause* (their commitment to creativity).
    *   The context clearly involves parents' adherence to a specific educational approach ("creativity"). This aligns best with the definition "the act of binding yourself... to a course of action" and the synonyms "allegiance, loyalty, dedication."

    Therefore, Sense 2 is the correct choice.

4.  **Formatting the Output:**
    *   The user requested JSON format: `{"sense_index": 2}`.
    *   Note: The previous invalid answer had a typo in the JSON formatting (`sense_index": 2` missing the opening quote). I must ensure valid JSON.

    Let's re-verify the index numbering.
    Candidate 1: trait of fixity of purpose.
    Candidate 2: binding to a course of action.
    Candidate 3: financial obligation.
    Candidate 4: message making a pledge.
    Candidate 5: confinement.

    The match is clearly Candidate 2.

    Construct JSON: `{"sense_index": 2}`

format: unknown

native_finish_reason: stop

provider: Friendli

currency: USD


attempt_kind: initial

[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: survive
Target surface form: survive
Context:
In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands. Their commitment to "creativity "can not <t>survive</t> adolescent illiteracy. American education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share.

Candidate senses:
1. sense_key=survive%2:42:01:: | definition=continue to live through hardship or adversity | synonyms=last, live, live on, go, endure, hold up | examples=We went without water and food for 3 days; These superstitions survive in the backwaters of America
2. sense_key=survive%2:42:02:: | definition=continue in existence after (an adversity, etc.) | synonyms=pull through, pull round, come through, make it | examples=He survived the cancer against all odds
3. sense_key=survive%2:42:00:: | definition=support oneself | synonyms=exist, live, subsist | examples=he could barely exist on such a low wage; Can you live on $2000 a month in New York City?
4. sense_key=survive%2:42:03:: | definition=live longer than | synonyms=outlive, outlast | examples=She outlived her husband by many years

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

raw_output:
```json
{"sense_index": 1}
```

content:
```json
{"sense_index": 1}
```

reasoning_content:
1.  **Analyze the Target Word and Context:**
    *   Target lemma: *survive*
    *   Context sentence: "Their commitment to 'creativity' can not survive adolescent illiteracy."
    *   Context meaning: The parents' belief/dedication to "creativity" cannot continue to exist or persist in the face of the problem of "adolescent illiteracy." The "commitment" is an abstract concept or attitude. It is facing a threat (illiteracy). If the illiteracy happens/is evident, the commitment will die out/fail to persist.

2.  **Analyze Candidate Senses:**

    *   **Sense 1:** `survive%2:42:01::` | Definition: "continue to live through hardship or adversity" | Synonyms: last, live, live on, go, endure, hold up | Examples: "We went without water...", "These superstitions survive..."
        *   Analysis: This sense often implies living through a difficult period or persisting over time despite difficulties. The example "These superstitions survive..." is very close to the abstract nature of "commitment" persisting. However, the definition emphasizes "live through hardship." Does a commitment "live through" illiteracy? Or does it simply cease to exist? The construction "cannot survive [noun phrase]" usually means "cannot continue to exist in the presence of [noun phrase]".

    *   **Sense 2:** `survive%2:42:02::` | Definition: "continue in existence after (an adversity, etc.)" | Synonyms: pull through, pull round, come through, make it | Examples: "He survived the cancer..."
        *   Analysis: This sense is often used with animate subjects (people) surviving specific traumatic events (cancer, accidents). The synonyms "pull through" and "make it" strongly suggest this. While the definition "continue in existence after" fits abstractly, the usage pattern and synonyms lean towards surviving a specific event/threat.

    *   **Sense 3:** `survive%2:42:00::` | Definition: "support oneself" | Synonyms: exist, live, subsist | Examples: "he could barely exist on..."
        *   Analysis: This is about sustenance/making a living. Totally wrong context.

    *   **Sense 4:** `survive%2:42:03::` | Definition: "live longer than" | Synonyms: outlive, outlast | Examples: "She outlived her husband..."
        *   Analysis: This is about relative lifespan. Totally wrong context.

3.  **Compare Sense 1 and Sense 2 closely:**

    *   Context: "commitment ... cannot survive ... illiteracy".
    *   The structure is [Subject] cannot survive [Object].
    *   Sense 2 examples ("survived the cancer") fit the transitive structure [Subject] survives [Object].
    *   Sense 1 examples ("We went without water", "superstitions survive [location]") show intransitive usage or prepositional usage mostly, though the definition says "live through hardship".
    *   Let's look at the definitions again.
        *   Sense 1: "continue to live through hardship or adversity". This implies *endurance*. The commitment cannot *endure* adolescent illiteracy.
        *   Sense 2: "continue in existence after (an adversity, etc.)". This implies *outlasting* a specific threat.
    *   Let's look at the nuances. The sentence says the commitment cannot persist if illiteracy is present. It's a conflict. Illiteracy is the "adversity". The commitment is the thing trying to exist.
    *   In WordNet (3.0/3.1), Sense 1 is often used for things like "superstitions survive" or "the story survived". It's about persistence/continuation.
    *   Sense 2 is usually "survive [an event/trauma]".
    *   The object here is "adolescent illiteracy". Is illiteracy an event/trauma (like cancer) or a condition/hardship?
    *   Let's check the transitivity.
        *   Sense 1: "These superstitions survive in the backwaters..." (Intransitive). "We went without..." (Intransitive).
        *   Sense 2: "He survived the cancer" (Transitive).
    *   The context sentence is transitive: "cannot survive adolescent illiteracy". This points toward Sense 2 structurally (taking a direct object representing the threat).
    *   However, let's look deeper at Sense 1. Is it only intransitive? "live through hardship". "We survived the winter." That would be Sense 1 usually.
    *   Let's look at the specific distinction in WordNet.
        *   Sense 1 (endure/go/live on): Often implies maintaining life or existence over a duration.
        *   Sense 2 (pull through/come through): Often implies recovering from or getting past a specific threat to existence.
    *   "Adolescent illiteracy" is a condition, not a discrete event like a crash. However, the phrase "cannot survive [Noun]" is the key.
    *   Let's look at WordNet 3.1 usage.
        *   Sense 1: `survive%2:42:01::` "continue to live through hardship or adversity". Examples: "We went without water and food for 3 days"; "These superstitions survive in the backwaters of America". Note that the second example is intransitive. The first is intransitive (went without).
        *   Sense 2: `survive%2:42:02::` "continue in existence after (an adversity, etc.)". Example: "He survived the cancer against all odds". This takes a direct object.

    *   The sentence "Their commitment... cannot survive adolescent illiteracy" is transitive. The commitment cannot continue to exist *in the face of* illiteracy.
    *   Does it fit "continue in existence after (an adversity, etc.)"? If the commitment cannot "survive" the illiteracy, it means the illiteracy destroys the commitment. This fits the "continue in existence after" logic (or rather, the negation of it). The "adversity" is the illiteracy.
    *   Does it fit "continue to live through hardship"? "Their commitment cannot live through adolescent illiteracy." This also makes sense. "Endure" is a synonym for Sense 1. "Their commitment cannot endure adolescent illiteracy." That sounds very natural.
    *   Let's check synonyms for Sense 1: `last, live, live on, go, endure, hold up`.
    *   Let's check synonyms for Sense 2: `pull through, pull round, come through, make it`.
    *   Substituting synonyms:
        *   Sense 1: "Their commitment cannot **endure** adolescent illiteracy." -> Very fitting.
        *   Sense 2: "Their commitment cannot **pull through** adolescent illiteracy." -> Less fitting for an abstract concept like commitment. "Pull through" and "make it" are very colloquial and usually apply to people/organisms.
    *   Let's reconsider the Sense 1 definition: "continue to live through hardship or adversity".
    *   Let's reconsider the Sense 2 definition: "continue in existence after (an adversity, etc.)".
    *   WordNet 3.1 often groups the transitive "survive an event" under Sense 2. However, "endure" (Sense 1 synonym) fits the context meaning best ("endure the scandal", "endure the hardship").
    *   Is there a transitive Sense 1? "We survived the ordeal."
    *   Let's check the WordNet lexicographer files logic or similar instances.
    *   In many WSD datasets (like SemCor), "survive" with a direct object referring to a threat/disaster is often tagged as Sense 2. "She survived the accident" -> Sense 2.
    *   However, if the subject is inanimate/abstract ("The building survived the fire"), is it Sense 1 or 2?
        *   Sense 1 examples are intransitive.
        *   Sense 2 examples are transitive ("survived the cancer").
    *   The context sentence is transitive: "cannot survive adolescent illiteracy".
    *   This suggests Sense 2 based on syntax.
    *   But wait. Is "adolescent illiteracy" an "adversity"? Yes. Is "commitment" continuing in existence? Yes.
    *   Sense 2 definition: "continue in existence after (an adversity, etc.)". This covers abstract subjects. The example "He survived the cancer" is a specific instance. The definition says "continue in existence", not just "live". This is crucial. Sense 1 definition says "continue to live".
    *   "Commitment" doesn't "live" (biological), it "exists". Sense 2 definition explicitly says "continue in existence". Sense 1 definition says "continue to live".
    *   Therefore, Sense 2's definition "continue in existence" applies better to an abstract subject ("commitment") than Sense 1's "continue to live", even though Sense 1 has "superstitions survive" as an example. (Note: The superstitions example is intransitive "survive in...").
    *   Also, Sense 2 explicitly handles the transitive structure with an adversity object.
    *   Let's check if Sense 1 allows a direct object. "live through hardship". One can say "survive the hardship".
    *   Let's compare "continue to live through hardship" (Sense 1) vs "continue in existence after" (Sense 2).
    *   Context: "cannot survive adolescent illiteracy". The illiteracy is the threat.
    *   If I choose Sense 1: "cannot continue to live through [hardship]." Illiteracy is the hardship. Can a commitment "live through" illiteracy?
    *   If I choose Sense 2: "cannot continue in existence after [adversity]." Can a commitment "continue in existence after" illiteracy? Actually, the sentence implies it cannot exist *alongside* it or *despite* it.
    *   Let's look at the "superstitions" example in Sense 1 again. "These superstitions survive in the backwaters..." This shows abstract subjects belong to Sense 1 *when intransitive*.
    *   Does Sense 1 ever take a direct object? "She survived the crash."
        *   If Sense 1 is intransitive and Sense 2 is transitive (based on provided examples), that's a strong cue.
        *   Provided examples for Sense 1: "We went without..." (Intransitive meaning). "These superstitions survive in..." (Intransitive).
        *   Provided examples for Sense 2: "He survived the cancer..." (Transitive).
    *   The target sentence is transitive ("cannot survive adolescent illiteracy").
    *   Therefore, following the syntactic distribution evidence in the provided examples:
        *   Sense 1 -> Intransitive usage examples provided.
        *   Sense 2 -> Transitive usage examples provided.
    *   Also, Sense 2 definition "continue in existence after" covers the abstract subject better than "continue to live" (Sense 1), although "live" is used metaphorically. But the "existence" phrasing is more inclusive.
    *   Let's double check "Endure" (Synonym for Sense 1). "Their commitment cannot endure adolescent illiteracy." This works perfectly. "Endure" is transitive here.
    *   Why is "Endure" a synonym for Sense 1 if Sense 1 examples are intransitive?
        *   "We endured the hardship." -> Survive.
        *   The definition for Sense 1 is "continue to live through hardship or adversity". This implies getting *through* it.
        *   The definition for Sense 2 is "continue in existence after (an adversity, etc.)". This implies getting *past* it.
    *   Sentence context: "Their commitment... cannot survive adolescent illiteracy." Illiteracy is a condition/situation (hardship/adversity).
    *   If the commitment does not survive, it dies out.
    *   Let's look at the mapping in standard WSD resources (like OntoNotes or SemCor) for similar sentences.
        *   "The building survived the fire." -> Often mapped to the "continue to exist" sense.
        *   WordNet 3.1 Sense 1: "continue to live through hardship or adversity".
        *   WordNet 3.1 Sense 2: "continue in existence after (an adversity, etc.)".
    *   There is often overlap. However, the transitive object "adolescent illiteracy" acts as the challenge/adversity.
    *   Sense 2 synonyms: "pull through", "make it". These are very "person-centric" and colloquial. Applying "make it" to "commitment" is awkward. "The commitment cannot make it..." - No.
    *   Sense 1 synonyms: "last", "live on", "endure". "The commitment cannot endure..." - Yes.
    *   This suggests Sense 1 is the better semantic fit for the *synonyms*, despite the intransitive examples provided in the prompt.
    *   However, let's look at the Sense 2 definition again: "continue in existence after". This definition is the most accurate for an abstract concept continuing.
    *   But wait, Sense 1's definition "continue to live through hardship" is also very close. "Live" can mean "survive".
    *   Let's evaluate the "Index".
    *   Usually, WN 3.0 sense 1 is "continue to live...". WN 3.0 sense 2 is "continue in existence after...".
    *   Key distinction: Sense 2 is specifically about the aftermath ("after"). "He survived the cancer" -> he exists *after* the cancer.
    *   Does the commitment exist *after* illiteracy? The sentence says "cannot survive adolescent illiteracy". It implies the illiteracy destroys the commitment *during* the situation. The commitment cannot withstand the presence of illiteracy.
    *   "Withstand" is close to "Endure" (Sense 1).
    *   "Continue in existence after" (Sense 2) implies the event finishes. Illiteracy is a condition. While one can survive a "bout" of something, "illiteracy" in education is a prevailing condition.
    *   "Survive a condition" usually means to endure it.
    *   Let's check Sense 1 again. "continue to live through hardship or adversity".
    *   "Illiteracy" is a hardship/adversity.
    *   Synonyms: "Endure". "Their commitment cannot endure adolescent illiteracy." This is the strongest match. "Endure" is listed under Sense 1.
    *   Synonyms for Sense 2: "pull through". "Their commitment cannot pull through adolescent illiteracy." Weak match.
    *   Therefore, Sense 1 is the best choice based on the synonym "endure" fitting the context perfectly, despite the examples for Sense 1 being intransitive in the prompt. (WordNet examples are often not exhaustive).
    *   Let's check if Sense 1 or Sense 2 is standard for "survive [noun]".
    *   If I say "He survived the war." -> Sense 2.
    *   If I say "He survived the winter." -> Sense 1? Or Sense 2?
        *   "Live through" (Sense 1).
        *   "Exist after" (Sense 2).
    *   Usually "survive the winter" is Sense 1 (enduring the period).
    *   "Survive the cancer" is Sense 2 (outlasting the threat).
    *   The sentence is about a "commitment" and "illiteracy". Illiteracy is a condition the parents are facing (or the education system is facing).
    *   If the commitment cannot *endure* (last through) the illiteracy...
    *   This aligns with Sense 1: "continue to live through hardship".
    *   The synonyms for Sense 1 (last, endure) fit the context of an abstract noun subject ("commitment") facing a condition ("illiteracy").
    *   The synonyms for Sense 2 (pull through, make it) fit a human agent facing a medical/traumatic event.
    *   Conclusion: Sense 1 is the correct choice. The target usage corresponds to "endure" or "persist through", which are Sense 1 synonyms/concepts.

    Let's verify the definition of Sense 2 again: "continue in existence after (an adversity, etc.)".
    And Sense 1: "continue to live through hardship or adversity".
    The context implies the commitment cannot coexist with/persist through the illiteracy.
    "Survive" here means "persist in the face of".
    "Endure" (Sense 1 synonym) = "persist in the face of".
    "Pull through" (Sense 2 synonym) = "recover from".
    The parents' commitment won't recover from illiteracy; it will simply cease to be because it can't withstand the reality. "Withstand/Endure" logic points to Sense 1.

    Let's check the examples provided for Sense 1 again. "These superstitions survive in the backwaters..."
    This proves abstract subjects ("superstitions") fall under Sense 1.
    The target subject is "commitment" (abstract).
    The target object is "illiteracy".
    Can Sense 1 be transitive?
    Synonym "Endure". "Superstitions endure [hardship]."
    Synonym "Last". "Superstitions last [time]."
    The definition "continue to live through hardship" allows the object to be the hardship.
    "Their commitment cannot survive [live through] adolescent illiteracy [the hardship]."
    This fits perfectly.

    Sense 2 usually restricts to "survive [event]" where the result is existence *after*. "He survived the crash." (He is here now).
    The sentence "Their commitment cannot survive adolescent illiteracy" suggests the commitment cannot exist *in the presence of* illiteracy (it won't make it to the 'after' stage, or the condition itself kills it).
    But the crucial marker is the synonym list.
    Sense 1: Endure.
    Sense 2: Pull through.
    "Commitment cannot endure illiteracy" vs "Commitment cannot pull through illiteracy".
    Sense 1 fits much better.

    Therefore, Sense 1 is the answer.

    One check: WordNet 3.1 sense inventory.
    1. survive, last, live, live on, go, endure, hold up, hold out -- (continue to live through hardship or adversity; "We went without water and food for 3 days"; "These superstitions survive in the backwaters of America"; "The race car driver lived through several very serious accidents"; "how long can a person last without food and water?")
       * Note: The example "The race car driver lived through several very serious accidents" involves an object (accidents) or prepositional phrase. "Live through" is the gloss. "Survive an accident" is definitely covered here in many dictionaries, but WN splits senses.
    2. survive, pull through, pull round, come through, make it -- (continue in existence after (an adversity, etc.); "He survived the cancer against all odds").
       * Note the specific medical/traumatic vibe of the example and synonyms.

    The context is educational philosophy. "Commitment cannot survive illiteracy."
    Illiteracy is a condition/hardship.
    "Endure" is the best synonym.
    Sense 1.

provider: Novita


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: adolescent
Target surface form: adolescent
Context:
In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands. Their commitment to "creativity "can not survive <t>adolescent</t> illiteracy. American education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share.

Candidate senses:
1. sense_key=adolescent%3:01:00:: | definition=relating to or peculiar to or suggestive of an adolescent | examples=adolescent problems
2. sense_key=adolescent%5:00:00:young:00 | definition=being of the age 13 through 19 | synonyms=teen, teenage, teenaged | examples=teenage mothers; the teen years
3. sense_key=adolescent%5:00:00:immature:02 | definition=displaying or suggesting a lack of maturity | synonyms=jejune, juvenile, puerile | examples=adolescent insecurity; jejune responses to our problems
4. sense_key=adolescent%5:00:00:immature:01 | definition=in the state of development between puberty and maturity | examples=adolescent boys and girls

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
1.  **Analyze the Request:**
    *   Target lemma: "adolescent"
    *   Target surface form: "adolescent"
    *   Context: A critical text about education, specifically "creativity" vs. "disciplined instruction". It mentions parents wanting a decent education but also being attracted to romantic notions. The crucial phrase is: "Their commitment to 'creativity' can not survive <t>adolescent</t> illiteracy."
    *   Task: Choose the single best indexed sense from the provided candidate senses.
    *   Output format: JSON object `{"sense_index": X}`.

2.  **Analyze the Context:**
    *   The sentence containing the target is: "Their commitment to 'creativity' can not survive <t>adolescent</t> illiteracy."
    *   What does "adolescent illiteracy" mean here?
    *   Does it mean illiteracy caused by adolescents? No.
    *   Does it mean illiteracy characterized by being 13-19 years old? Technically, yes, the students are likely teenagers.
    *   Does it mean illiteracy that is immature or juvenile? Or does it simply refer to the *state* of being an adolescent?
    *   Let's look at the broader context. The text discusses "youngsters," "young people," "children." The education system is failing them, resulting in "ignorance and intellectual incompetence."
    *   The phrase "adolescent illiteracy" refers to illiteracy found in adolescents (the students). It describes the demographic group affected by illiteracy.
    *   Let's evaluate the candidate senses against this specific usage.

3.  **Evaluate Candidate Senses:**

    *   **Sense 1:** `adolescent%3:01:00::` | definition="relating to or peculiar to or suggestive of an adolescent" | examples="adolescent problems"
        *   This is an adjective sense (satellite adjective in WordNet usually). "Adolescent problems" means problems relating to adolescents. "Adolescent illiteracy" could mean illiteracy relating to adolescents. This fits well syntactically. It captures the "relating to" aspect.

    *   **Sense 2:** `adolescent%5:00:00:young:00` | definition="being of the age 13 through 19" | synonyms="teen, teenage, teenaged" | examples="teenage mothers; the teen years"
        *   This defines the attribute of *being* that age. "Adolescent illiteracy" -> "Teenage illiteracy". This is a very strong contender. It describes the illiteracy possessed by people of that age group. The synonym "teenage" fits perfectly: "teenage illiteracy".

    *   **Sense 3:** `adolescent%5:00:00:immature:02` | definition="displaying or suggesting a lack of maturity" | synonyms="jejune, juvenile, puerile" | examples="adolescent insecurity; jejune responses to our problems"
        *   This is the pejorative sense of "adolescent" (meaning childish/immature). Would the author say "immature illiteracy"? No. The author is criticizing the education system resulting in actual illiteracy among the youth. It's not describing the *quality* of the illiteracy as immature, but rather the *age group* of the people who are illiterate. So, this sense is incorrect.

    *   **Sense 4:** `adolescent%5:00:00:immature:01` | definition="in the state of development between puberty and maturity" | examples="adolescent boys and girls"
        *   This is the biological/developmental stage sense. This is very similar to Sense 2. In WordNet, Sense 2 ("young") and Sense 4 ("immature" - *Note: WordNet headers can be tricky, 'immature' here often refers to the stage of growth, not the personality trait, unlike Sense 3*).
        *   Let's check the WordNet hierarchy nuances (based on general linguistic knowledge of WordNet, though I must rely on provided text).
        *   Sense 2 defines "being of the age 13 through 19".
        *   Sense 4 defines "in the state of development between puberty and maturity".
        *   The usage here is an adjective modifying a noun (illiteracy). The noun represents a condition of a person.
        *   "Adolescent illiteracy" = illiteracy belonging to adolescents.
        *   Is the illiteracy "being 13 through 19"? No, the person is.
        *   Is the illiteracy "in the state of development"? No.
        *   However, adjectives in English often function relationally (pertaining to a noun) or attributively (having a quality).
        *   Sense 1 says "relating to ... an adolescent". This is the relational sense. "Adolescent problems" = problems of adolescents. "Adolescent illiteracy" = illiteracy of adolescents.
        *   Sense 2 says "being of the age...". "Adolescent mothers" = mothers who are of that age. "Adolescent illiteracy" != illiteracy that is 13-19. But "adolescent illiteracy" is a compound where the adjective modifies the head noun by association with the group.
        *   Let's look at Sense 1 again. It is often the "pertaining to" sense.
        *   Let's compare Sense 1 vs Sense 2.
            *   Sense 1 example: "adolescent problems". These are problems *relating* to adolescents.
            *   Sense 2 example: "teenage mothers". These are mothers *who are* teenagers.
        *   The phrase is "adolescent illiteracy". Is the illiteracy "teenage" (Sense 2)? Or is it "relating to adolescents" (Sense 1)?
        *   "Teenage illiteracy" is a common phrase. It implies illiteracy among teenagers. This maps closely to Sense 2's synonyms.
        *   "Adolescent problems" (Sense 1) implies problems specific to the age.
        *   "Adolescent illiteracy" refers to the prevalence of illiteracy within that demographic.
        *   Often, relational adjectives (Sense 1) are used when the head noun is abstract (problems, psychology, behavior). Attributive adjectives (Sense 2/4) are used when the head noun is a person (boy, mother).
        *   However, "illiteracy" is an abstract noun. "Teenage pregnancy" (teenage=pertaining to teenagers). "Teenage illiteracy".
        *   WordNet structure: `adolescent` (adj) has two main branches: "young" (Sense 2) and "immature" (Sense 3/4? No, WordNet 3.0/3.1 structure for adjective `adolescent`).
            *   Usually:
                *   `adolescent` (adj) all adj satellites point to `adolescence`.
                *   Wait, WordNet adjectives are organized around "heads".
                *   `adolescent` (adj) usually has a direct link to `adolescent` (noun)? No, `adolescent` (noun) exists.
                *   Let's look at the provided indices.
                *   Sense 1: `adolescent%3:01:00::`. The `3` indicates an adjective satellite? No, WordNet IDs: `lemma%ss_type:lex_id:head_id:adj_pos`.
                *   Type 3 = Adjective Satellite?
                *   Type 5 = Adjective?
                *   Actually, WordNet sense keys use:
                    *   1: Noun
                    *   2: Verb
                    *   3: Adjective
                    *   4: Adverb
                    *   5: Adjective Satellite
                *   Wait, the prompt format says `sense_key=adolescent%5:00:00:young:00`. The number after % is the `ss_type`.
                *   If `ss_type` is 3, it is an Adjective.
                *   If `ss_type` is 5, it is an Adjective Satellite.
                *   Let's verify standard WordNet sense keys.
                    *   `adolescent%1:18:00::` (Noun) - person.
                    *   `adolescent%3:00:00::` (Adj) - relating to...
                    *   `adolescent%5:00:00:young:00` (Adj Satellite) - being of age...
                *   Okay, Sense 1 (`%3`) is a head adjective. Sense 2 (`%5`) is a satellite adjective. Satellite adjectives describe specific variations of the meaning of a head adjective. The head for Sense 2 is `young` (implied by the key structure `young:00`).
                *   Sense 1 definition: "relating to or peculiar to or suggestive of an adolescent". Example: "adolescent problems". This is a relational adjective sense.
                *   Sense 2 definition: "being of the age 13 through 19". Example: "teenage mothers". This describes the age of the entity being modified.
                *   Sense 4 definition: "in the state of development between puberty and maturity". Example: "adolescent boys and girls". This describes the developmental state of the entity.
            *   Target phrase: "adolescent illiteracy".
            *   Is "illiteracy" between puberty and maturity? No (Sense 4).
            *   Is "illiteracy" displaying lack of maturity? No (Sense 3).
            *   Is "illiteracy" relating to adolescents? Yes (Sense 1).
            *   Is "illiteracy" being of the age 13-19? You cannot strictly say illiteracy *is* 13-19 years old. You say it is illiteracy *found in* people of that age.
            *   Sense 2 usually applies to the person: "adolescent boy", "adolescent mother", "adolescent attitude" (attitude characteristic of the age).
            *   Sense 1 usually applies to topics/abstracts: "adolescent problems".
            *   The phrase "adolescent illiteracy" is parallel to "adolescent problems". It refers to the illiteracy *associated with* adolescents or the *problem* of illiteracy among them.
            *   Sense 2's definition "being of the age..." fits better with "adolescent children/boys/girls". It implies the subject possesses the quality of being that age. "Illiteracy" does not possess the quality of being 13-19. It is a condition *of* those people.
            *   Therefore, Sense 1 ("relating to...") is the linguistic fit for modifying an abstract noun like "illiteracy". "Adolescent illiteracy" means "illiteracy relating to adolescents".
            *   However, let's check if Sense 2 is often used for this. Synonyms listed for Sense 2: "teen, teenage, teenaged".
            *   Phrase: "Teenage illiteracy". Does "teenage" fit Sense 2 or Sense 1?
            *   `teenage` (adj): `being of the age 13 through 19`.
            *   So "teenage illiteracy" would use the sense for "teenage".
            *   Does "adolescent" map to that sense in this context?
            *   If I say "juvenile delinquency", "juvenile" is relational (pertaining to youth).
            *   If I say "adolescent angst", it's relational.
            *   If I say "adolescent boy", it's attributive (Sense 2/4).
            *   The head noun "illiteracy" is not capable of "being 13 through 19".
            *   Therefore, it cannot satisfy the selectional restrictions of Sense 2 (which requires the modified noun to be an entity capable of having an age).
            *   Sense 1 ("relating to...") has no such restriction. It applies to "problems", "illiteracy", etc.
            *   Conclusion: Sense 1 is the correct sense for the phrase "adolescent illiteracy".

    *   **Double Check:**
        *   Sense 1: `adolescent%3:01:00::`. Definition: "relating to or peculiar to or suggestive of an adolescent". Example: "adolescent problems".
        *   Context phrase: "adolescent illiteracy".
        *   Comparison: "adolescent problems" vs "adolescent illiteracy". Both are abstract nouns modified by the adjective to show relationship/association.
        *   Sense 2: "being of the age...". Example: "teenage mothers". Mothers have an age. Illiteracy does not have an age. Therefore Sense 2 is structurally incompatible.
        *   Sense 3: "displaying lack of maturity". "Adolescent insecurity" (example). One *could* argue illiteracy is immature, but the context clearly discusses the *educational failure* regarding the *students* (the adolescents). It is illiteracy *of the adolescents*.
        *   Since it refers to the group, Sense 1 is the "relating to" sense.
        *   Wait, let me check the indexing again.
        *   Index 1: Sense 1 (relating to...)
        *   Index 2: Sense 2 (being of age...)
        *   Index 3: Sense 3 (immature...)
        *   Index 4: Sense 4 (state of development...)

    *   **Refining the choice between Sense 1 and Sense 2:**
        *   Many WSD systems might conflate "teenage illiteracy" into the "teenage" sense.
        *   However, "adolescent" has a specific WordNet entry for relational usage (Sense 1).
        *   WordNet 3.0 distinctions:
            *   `adolescent` adj all (heads/satellites).
            *   Sense 1 (Head): "relating to or peculiar to..." (Satellites: `adolescent`, `jejune`, `puerile`, `juvenile`?) No, let's look at the provided text again.
            *   The provided text lists Sense 1 as `adolescent%3:01:00::`. (Adjective).
            *   The provided text lists Sense 2 as `adolescent%5:00:00:young:00`. (Satellite to 'young').
            *   Satellites describe a specific type of the head meaning. Here, 'young' is the head. Being "of the age 13-19" is a specific type of being 'young'.
            *   Sense 1 is a head adjective.
            *   If the intended meaning is "illiteracy *characteristic of* adolescents" or "illiteracy *relating to* adolescents", it is Sense 1.
            *   If the intended meaning is strictly "illiteracy *found in* people who are 13-19", this is an elliptical construction derived from Sense 2's semantics, but syntactically, modifiers of abstract nouns in WordNet usually fall under the relational sense (Sense 1).
            *   Example provided for Sense 1: "adolescent problems".
            *   "Adolescent problems" = problems relating to adolescents.
            *   "Adolescent illiteracy" = illiteracy relating to adolescents.
            *   This matches Sense 1 perfectly.

    *   **Check Sense 3:** `immature:02`. "Adolescent insecurity".
        *   Context: "ignorance and intellectual incompetence".
        *   Could the author mean "immature illiteracy"? "Their commitment to 'creativity' can not survive immature illiteracy"?
        *   The text contrasts the "romantic rebellion" (immature/romantic views) with "disciplined instruction".
        *   However, "illiteracy" is the key noun. It's a functional deficit.
        *   The text says "adolescent illiteracy" occurs because of the education system. The victims are the youngsters.
        *   The context "youngsters' self-esteem... generation of young people... children..." highlights that the *subject* of the illiteracy is the age group.
        *   Therefore, it's about the *age group*, not the *maturity level* of the illiteracy itself (which would be a strange metaphor).
        *   So Sense 3 is out.

    *   **Check Sense 4:** `immature:01` (state of development).
        *   Example: "adolescent boys and girls".
        *   Similar to Sense 2. "Adolescent illiteracy" != "illiteracy in state of development".
        *   Sense 1 covers "relating to".
        *   If we interpret "adolescent illiteracy" as "illiteracy of adolescents", Sense 1 is the correct linguistic category for relational adjectives in WordNet.

    *   **Final decision:** Sense 1.
    *   "Adolescent problems" (Sense 1 example) is structurally identical to "adolescent illiteracy".
    *   Sense 2 examples ("teenage mothers") and Sense 4 examples ("adolescent boys") involve human heads.
    *   "Illiteracy" is non-human/abstract. It cannot "be of an age" (Sense 2) or "be in a state of development" (Sense 4).
    *   It can only "relate to" adolescents (Sense 1).

    *   One potential confusion: sometimes WordNet assigns "teenage" to Sense 2 even for "teenage pregnancy". "Pregnancy" is abstract, "mothers" are human.
    *   Let's check WordNet sense keys for `teenage`.
        *   `teenage%5:00:00:young:00` (Satellite to young).
    *   So "teenage" is Sense 2 (synonym list in prompt).
    *   Does WordNet allow Sense 2 to modify abstract nouns? The definition "being of the age..." technically applies to the entity. "Teenage pregnancy" implies "pregnancy of a teenager".
        *   However, `adolescent` (the target word) has a specific Sense 1 defined as "relating to...".
        *   Words like "adolescent" can have both a relational sense (Sense 1) and a demographic sense (Sense 2/4).
        *   "Adolescent problems" (Sense 1).
        *   "Adolescent boys" (Sense 2 or 4).
        *   Since "illiteracy" is akin to "problems" (an issue/condition related to the group), and "illiteracy" cannot literally be "13-19 years old", Sense 1 is the precise choice. It denotes the relationship.

    *   Let's verify Sense 1 definition again: "relating to or peculiar to or suggestive of an adolescent".
        *   "Adolescent illiteracy" relates to adolescents.
        *   Does it suggest a lack of maturity (Sense 3)?
        *   Context: "survive <t>adolescent</t> illiteracy".
        *   If it meant "immature illiteracy", it would suggest the illiteracy is juvenile behavior. But illiteracy is an absence of skill. It is not a "behavior" or "response" (which fits Sense 3 examples like "jejune responses").
        *   So Sense 1 is the strongest fit.

    *   The choice is Sense 1.
    *   Index: 1.

provider: Together


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: illiteracy
Target surface form: illiteracy
Context:
In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands. Their commitment to "creativity "can not survive adolescent <t>illiteracy</t>. American education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share.

Candidate senses:
1. sense_key=illiteracy%1:09:01:: | definition=ignorance resulting from not reading
2. sense_key=illiteracy%1:09:00:: | definition=an inability to read | synonyms=analphabetism

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
1.  **Analyze the target word**: The target lemma is "illiteracy". It's a noun.
2.  **Analyze the context**:
    *   The text discusses a shift in education towards "self-expression" and "creativity" at the expense of "disciplined instruction".
    *   It mentions a generation of young people characterized by "ignorance and intellectual incompetence".
    *   The crucial sentence is: "Their commitment to 'creativity' can not survive adolescent **illiteracy**."
    *   The broader context contrasts modern romantic educational ideals with traditional education (implying basic skills).
    *   The phrase "adolescent illiteracy" refers to the state of these young people being unable to read (or perhaps lacking basic education skills) as they grow up.
3.  **Analyze the candidate senses**:
    *   **Sense 1**: `illiteracy%1:09:01::` | definition="ignorance resulting from not reading".
        *   This sense focuses on the *consequence* (ignorance) or the broader state of lack of knowledge due to not reading. It is often used metaphorically or broadly (e.g., "scientific illiteracy").
    *   **Sense 2**: `illiteracy%1:09:00::` | definition="an inability to read" | synonyms=analphabetism.
        *   This sense focuses on the specific *condition* or *lack of ability*. This is the core definition: the inability to read (and usually write).
4.  **Disambiguation**:
    *   The context speaks of "adolescent illiteracy".
    *   Preceding sentences talk about "ignorance and intellectual incompetence". The author argues that the focus on creativity leads to these negative outcomes.
    *   If the author meant "ignorance resulting from not reading" (Sense 1), they would essentially be saying "Their commitment to 'creativity' can not survive [ignorance resulting from not reading]."
    *   If the author meant "an inability to read" (Sense 2), they would be saying "Their commitment to 'creativity' can not survive [the fact that their children cannot read]."
    *   In educational debates, "illiteracy" usually refers to the functional inability to read. Parents realize their kids can't read.
    *   Does the text suggest a metaphorical illiteracy (ignorance)? The text mentions "ignorance" explicitly earlier ("whose ignorance and intellectual incompetence is matched only by..."). Later, the specific "illiteracy" is the breaking point for parents. Parents expect a "decent education as traditionally understood". The most fundamental aspect of traditional education is reading.
    *   Therefore, the text refers to the specific inability to read. Sense 2 ("an inability to read") fits the literal condition causing the problem for parents. While the *result* is ignorance (Sense 1), the specific educational failure cited is the lack of the skill itself.
    *   Let's look closer at the WordNet hierarchy (implied). Sense 1 is often a hypernym or a resultant state. Sense 2 is the specific condition.
    *   WordNet 3.0/3.1 distinctions:
        *   Illiteracy 1: ignorance resulting from not reading. (Hyponym: functional illiteracy).
        *   Illiteracy 2: an inability to read.
    *   In the phrase "adolescent illiteracy", it describes the condition of the adolescents. They are illiterate. This maps directly to "an inability to read".
    *   Let's compare Sense 1 and Sense 2 definitions again.
        *   Sense 1: "ignorance resulting from not reading".
        *   Sense 2: "an inability to read".
    *   The text describes a failure of education. The most concrete failure is that the children *cannot read*. The "ignorance" is mentioned separately ("ignorance and intellectual incompetence"). Using "illiteracy" later serves as a concrete example of that incompetence. When parents see their kids can't read, the romance with "creativity" dies.
    *   Therefore, Sense 2 is the primary meaning here. It refers to the lack of the skill.
5.  **Final selection**:
    *   Sense 1 (index 1) = ignorance resulting from not reading.
    *   Sense 2 (index 2) = an inability to read.
    *   The context implies the inability to read is the issue parents won't tolerate.

provider: DigitalOcean


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: american
Target surface form: American
Context:
The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands. Their commitment to "creativity "can not survive adolescent illiteracy. <t>American</t> education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way.

Candidate senses:
1. sense_key=american%3:01:01:: | definition=of or relating to the United States of America or its people or language or culture | examples=American citizens; American English
2. sense_key=american%3:01:00:: | definition=of or relating to or characteristic of the continents and islands of the Americas | examples=the American hemisphere; American flora and fauna

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
1.  **Analyze the Context:** The target word is "American" used as an adjective modifying "education". The text discusses a generation of young people, "creativity" in education, romantic rebellion against disciplined instruction, and the "education establishment". It mentions "parents" and "our children". The crucial sentence is "American education's future will be determined...". The context is discussing the education system within the United States (references to "American citizens", the specific debate about "creativity" vs "disciplined instruction" which is a recurring theme in US education history, and the general tone of the cultural critique).

2.  **Analyze the Candidate Senses:**
    *   Sense 1: "of or relating to the United States of America or its people or language or culture". Examples: "American citizens", "American English". This refers specifically to the USA.
    *   Sense 2: "of or relating to or characteristic of the continents and islands of the Americas". Examples: "the American hemisphere", "American flora and fauna". This refers to the New World continent(s) generally.

3.  **Disambiguation:**
    *   The phrase is "American education".
    *   Does this refer to education across both North and South America (the continents)? Or does it refer to education in the United States?
    *   The text discusses "our children" and "American education's future". The debate about "creativity" vs "disciplined instruction" and the "education establishment" is a classic trope of US educational discourse (often attributed to E.D. Hirsch or similar critics).
    *   Sense 1 is the standard usage for "American" when referring to the country (USA), its people, or its institutions (like its education system).
    *   Sense 2 is used for biological, geographical, or pan-continental contexts (e.g., "American bullfrog", "American continent").
    *   Therefore, "American education" refers to the education system of the United States.

4.  **Select the Best Sense:**
    *   Sense 1 corresponds to the United States.
    *   Sense 2 corresponds to the Americas (continents).
    *   The context fits Sense 1 perfectly.

5.  **Format Output:** The user wants a JSON object with the sense index.
    *   Sense 1 corresponds to index 1.
    *   Sense 2 corresponds to index 2.

    The choice is Sense 1.

    Result: {"sense_index": 1}


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: education
Target surface form: education
Context:
The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands. Their commitment to "creativity "can not survive adolescent illiteracy. American <t>education</t>'s future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way.

Candidate senses:
1. sense_key=education%1:04:00:: | definition=the activities of educating or instructing; activities that impart knowledge or skill | synonyms=instruction, teaching, pedagogy, didactics, educational activity | examples=he received no formal education; our instruction was carefully programmed
2. sense_key=education%1:09:00:: | definition=knowledge acquired by learning and instruction | examples=it was clear that he had a very broad education
3. sense_key=education%1:09:01:: | definition=the gradual process of acquiring knowledge | examples=education is a preparation for life; a girl's education was less important than a boy's
4. sense_key=education%1:04:01:: | definition=the profession of teaching (especially at a school or college or university)
5. sense_key=education%1:07:01:: | definition=the result of good upbringing (especially knowledge of correct social behavior) | synonyms=training, breeding | examples=a woman of breeding and refinement
6. sense_key=education%1:14:00:: | definition=the United States federal department that administers all federal programs dealing with education (including federal aid to educational institutions and students); created 1979 | synonyms=Department of Education, Education Department

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
The target word is "education" appearing in the phrase "American education's future will be determined by..."

Let me analyze the context:
- The passage discusses the educational system in America
- It talks about "creativity in education" as a concept
- It mentions "The education establishment" which refers to institutions and professionals in the field
- It discusses "American education's future" - referring to the system/institution of education
- Parents want their children to get "a decent education as traditionally understood"

The key phrase is "American education's future" - this is talking about the American educational system as an institution/enterprise. This isn't about a specific person's acquired knowledge, nor is it about the gradual process. It's about the system/enterprise of education in America.

Let me check the senses:
1. education%1:04:00:: - activities of educating or instructing; activities that impart knowledge or skill - This could work for "American education" as a system of activities
2. education%1:09:00:: - knowledge acquired by learning and instruction - This doesn't fit - we're not talking about knowledge possessed
3. education%1:09:01:: - gradual process of acquiring knowledge - This is about the process, not quite right for "American education's future"
4. education%1:04:01:: - the profession of teaching (especially at a school or college or university) - This could work - "American education" as the profession/establishment
5. education%1:07:01:: - result of good upbringing - No, not relevant
6. education%1:14:00:: - the United States federal department - This is too specific

The phrase "American education's future" and "The education establishment" suggest we're talking about education as an institutional system - the profession, the establishment, the enterprise of teaching in America.

Between sense 1 (activities of educating) and sense 4 (the profession of teaching), I think sense 1 is broader and more appropriate. "American education" encompasses the activities, system, and enterprise - not just the profession. The activities of educating/instructing at a societal level.

Actually, let me reconsider. The passage discusses "The education establishment" which refers to the institutional/professional side. "American education's future" refers to the future of the educational system/enterprise. This seems to be sense 1 (the activities of educating or instructing) which is broad enough to cover the institutional system.

Sense 4 is specifically about the profession of teaching. While related, "American education" is broader than just the profession - it's the whole enterprise/activity system.

I'll go with sense 1.


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: future
Target surface form: future
Context:
The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands. Their commitment to "creativity "can not survive adolescent illiteracy. American education's <t>future</t> will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way.

Candidate senses:
1. sense_key=future%1:28:00:: | definition=the time yet to come | synonyms=hereafter, futurity, time to come
2. sense_key=future%1:10:00:: | definition=a verb tense that expresses actions or states in the future | synonyms=future tense
3. sense_key=future%1:06:00:: | definition=bulk commodities bought or sold at an agreed price for delivery at a specified future date

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
1.  **Analyze the Request:**
    *   Target lemma: "future"
    *   Context: A passage discussing education reform, "creativity" vs. "disciplined instruction," and the role of parents/common sense. The target word appears in the sentence: "American education's future will be determined by the degree to which we..."
    *   Task: Choose the single best indexed sense from the provided list.
    *   Output format: JSON object `{"sense_index": X}`.

2.  **Analyze the Context:**
    *   Sentence: "American education's **future** will be determined by..."
    *   Meaning in context: The sentence talks about what will happen to American education in the years ahead. It refers to the destiny, the state of affairs, or the time yet to come for the educational system.
    *   Grammar: "future" is used as a noun here (possessive "education's future").

3.  **Analyze the Candidate Senses:**

    *   **Sense 1:**
        *   Definition: "the time yet to come"
        *   Synonyms: hereafter, futurity, time to come
        *   Analysis: This fits perfectly. The sentence discusses the trajectory and outcome of the education system in the time that has not yet happened. "The future of American education" is a standard idiomatic phrase matching this definition.

    *   **Sense 2:**
        *   Definition: "a verb tense that expresses actions or states in the future"
        *   Synonyms: future tense
        *   Analysis: This is a grammatical term. The context is not discussing grammar or verb conjugation. This is incorrect.

    *   **Sense 3:**
        *   Definition: "bulk commodities bought or sold at an agreed price for delivery at a specified future date"
        *   Synonyms: (financial term)
        *   Analysis: This refers to financial markets (futures trading). The context is about education policy and sociology, not finance/commodities. This is incorrect.

4.  **Select the Best Sense:**
    *   Sense 1 is the correct interpretation of "future" as "the time yet to come" or "the state of things to come" regarding a specific entity (American education).

5.  **Format the Output:**
    *   The index for Sense 1 is 1.
    *   JSON format: `{"sense_index": 1}`.

provider: Baidu


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: determine
Target surface form: determined
Context:
The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands. Their commitment to "creativity "can not survive adolescent illiteracy. American education's future will be <t>determined</t> by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way.

Candidate senses:
1. sense_key=determine%2:32:00:: | definition=establish after a calculation, investigation, experiment, survey, or study | synonyms=find, find out, ascertain | examples=find the product of two numbers; The physicist who found the elusive particle won the Nobel Prize
2. sense_key=determine%2:31:02:: | definition=shape or influence; give direction to | synonyms=shape, mold, influence, regulate | examples=experience often determines ability; mold public opinion
3. sense_key=determine%2:31:01:: | definition=fix conclusively or authoritatively | synonyms=set | examples=set the rules
4. sense_key=determine%2:32:03:: | definition=decide upon or fix definitely | synonyms=specify, set, define, fix, limit | examples=fix the variables; specify the parameters
5. sense_key=determine%2:31:00:: | definition=reach, make, or come to a decision about something | synonyms=decide, make up one's mind | examples=We finally decided after lengthy deliberations
6. sense_key=determine%2:31:03:: | definition=fix in scope; fix the boundaries of | examples=the tree determines the border of the property
7. sense_key=determine%2:32:05:: | definition=settle conclusively; come to terms | synonyms=settle, square off, square up | examples=We finally settled the argument
8. sense_key=determine%2:32:01:: | definition=find out, learn, or determine with certainty, usually by making an inquiry or other effort | synonyms=check, find out, see, ascertain, watch, learn | examples=I want to see whether she speaks French; See whether it works

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
1.  **Analyze the Target Word and Context:**
    *   Target lemma: *determine*
    *   Target surface form: *determined*
    *   Sentence: "American education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share."
    *   Grammatical structure: Passive voice construction ("will be determined by").
    *   Meaning in context: The sentence states that the outcome of American education's future depends on or is controlled/shaped by the degree to which common sense prevails. It suggests a causal relationship: the degree of common sense prevailing is the deciding factor or shaping force of the future.

2.  **Evaluate Candidate Senses:**

    *   **Sense 1 (determine%2:32:00::):** "establish after a calculation, investigation, experiment, survey, or study". Synonyms: find, find out, ascertain.
        *   *Fit:* This is about cognitive discovery (finding out a fact). The context is about the future outcome being shaped/controlled, not discovered. "We will find the future" doesn't fit. "The future will be found by..." No.

    *   **Sense 2 (determine%2:31:02::):** "shape or influence; give direction to". Synonyms: shape, mold, influence, regulate.
        *   *Fit:* "American education's future will be shaped by the degree..." This fits perfectly. The "degree to which we allow common sense..." acts as a factor that influences or shapes the outcome.

    *   **Sense 3 (determine%2:31:01::):** "fix conclusively or authoritatively". Synonyms: set.
        *   *Fit:* "American education's future will be set by the degree..." This is plausible, but usually "set" implies a specific rule or decree. Sense 2 ("shape or influence") feels slightly more natural for a complex process like the future of an education system, which evolves rather than being instantly fixed by a decree. However, Sense 3 is strong. Let's compare Sense 2 and Sense 3. Sense 2 implies a process of shaping/influencing. Sense 3 implies an authoritative decision. The context involves "the degree to which we allow...", suggesting a cumulative effect or influence rather than a single authoritative ruling. Sense 2 seems better.

    *   **Sense 4 (determine%2:32:03::):** "decide upon or fix definitely". Synonyms: specify, set, define, fix, limit.
        *   *Fit:* Similar to Sense 3, but focuses on parameters/limits. "The future will be defined by..." It's possible, but usually, this sense is used for variables (fix the variables). Future outcomes are usually "shaped" or "decided".

    *   **Sense 5 (determine%2:31:00::):** "reach, make, or come to a decision about something". Synonyms: decide, make up one's mind.
        *   *Fit:* "American education's future will be decided by..." This is very close to Sense 2 and Sense 3. Passive voice "be decided by". In many dictionaries, "determine" in the passive "X is determined by Y" means Y decides or controls X. Is this distinct from "shape"? "Decide" implies a final resolution. "Shape" implies the trajectory. The text speaks of the *future* as an outcome. Often, "decide" (Sense 5) is used for actions (e.g., "The outcome was decided by a coin toss"). "Shape" (Sense 2) is used for entities/abstractions (e.g., "Social factors determined his behavior").
        *   Let's look closely at the synonyms for Sense 2: *shape, mold, influence*.
        *   Let's look closely at Sense 5 synonyms: *decide*.
        *   WordNet often distinguishes between "decide" (mental act/resolution) and "shape/influence" (causal influence). "The degree to which we allow... common sense to prevail" acts as a *causal factor* or *influence*. It shapes the future. "Determine" in "The future will be determined by..." often maps to the "shape/decide" boundary.
        *   Let's check the examples for Sense 2: "experience often determines ability".
        *   Let's check the example for Sense 5: "We finally decided...". (Active subject).
        *   Let's check Sense 3: "set the rules".
        *   Let's check Sense 4: "fix the variables".
        *   The phrase "X is determined by Y" where X is an outcome/future and Y is a factor/condition usually aligns with "decide" or "govern" or "shape". In WordNet 2.1 (often the source), the distinction is:
            *   Sense 1: Find out (cognition).
            *   Sense 2: Shape/Influence (causation).
            *   Sense 3: Fix authoritatively.
            *   Sense 4: Fix limits.
            *   Sense 5: Decide.
        *   Let's look at the specific numbering provided in the prompt.
        *   Candidate 2: "shape or influence; give direction to".
        *   Candidate 5: "reach, make, or come to a decision".
        *   Is the future *decided* by the degree, or *shaped* by the degree? "Decide" works ("The weather decided the outcome"). "Shape" works ("Genetics determine height").
        *   However, WordNet's Sense 5 ("reach... a decision") usually implies a volitional agent or a specific choice moment ("We decided"). Sense 2 ("shape or influence") applies to factors determining an outcome ("Public opinion determines policy").
        *   Context: "American education's future will be determined by the degree..." -> The "degree" acts as a factor. Factors "shape" or "decide" outcomes.
        *   Comparing Sense 2 vs Sense 5.
        *   Sense 2 examples: "experience often determines ability".
        *   Sense 5 examples: "We finally decided...".
        *   The usage here is closer to "experience often determines ability". It is about causal influence/conditionality.
        *   Therefore, Sense 2 seems the best fit for "determine" meaning "be the decisive factor in" or "govern" or "shape".

    *   Let's reconsider Sense 3: "fix conclusively or authoritatively". Synonyms: set. "The future will be set by..." This is possible, but "determine" often implies the *nature* of the outcome (the shape), not just its fixed status.
    *   Let's look at Sense 1 again. Sometimes "determine" means "calculate". "The future will be calculated by..." No.
    *   Let's look at Sense 8. "Find out". No.

    *   **Crucial distinction:** Sense 2 vs Sense 3 vs Sense 5.
        *   Sense 5 (decide): Usually implies reaching a conclusion after consideration. While "The outcome was decided by the flip of a coin" works, WordNet's example "We finally decided" suggests the primary sense is the act of deciding. The passive construction with a non-agentive subject ("degree") is often mapped to the "shape/influence" sense in WordNet fine-grained distinctions.
        *   Sense 3 (fix conclusively): "set the rules". This sounds like establishing rules.
        *   Sense 2 (shape or influence): "experience often determines ability". This matches the abstract causal relationship in the text. "The degree... determines the future".

    *   Let's verify the mapping of "X is determined by Y" (where Y is a factor).
        *   WordNet Sense 2: "shape or influence". This captures the "govern" or "control" aspect. The degree of common sense governs/shapes the future.
        *   This is the standard definition for "determine" when used to mean "to be the decisive factor for".

    *   Let's check Sense 4 ("decide upon or fix definitely"). Examples: "fix the variables". This is specific to parameters.
    *   Let's check Sense 6 ("fix in scope"). "Tree determines the border". No.

    *   Conclusion: Sense 2 is the best fit. The text describes a causal relationship where a condition (degree of common sense) shapes the outcome (future of education). The definition "shape or influence; give direction to" captures this function of "determine".

    *   Indexing check:
        *   Sense 1: determine%2:32:00:: (establish/calculate)
        *   Sense 2: determine%2:31:02:: (shape/influence)
        *   Sense 3: determine%2:31:01:: (fix conclusively)
        *   Sense 4: determine%2:32:03:: (fix definitely/specify)
        *   Sense 5: determine%2:31:00:: (decide)
        *   Sense 6: determine%2:31:03:: (fix boundaries)
        *   Sense 7: determine%2:32:05:: (settle)
        *   Sense 8: determine%2:32:01:: (find out)

    *   Selection: Sense 2.

provider: StreamLake


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: degree
Target surface form: degree
Context:
The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands. Their commitment to "creativity "can not survive adolescent illiteracy. American education's future will be determined by the <t>degree</t> to which we -- all of us -- allow this common sense to prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way.

Candidate senses:
1. sense_key=degree%1:07:00:: | definition=a position on a scale of intensity or amount or quality | synonyms=grade, level | examples=a moderate grade of intelligence; a high level of care is required
2. sense_key=degree%1:26:01:: | definition=a specific identifiable position in a continuum or series or especially in a process | synonyms=level, stage, point | examples=a remarkable degree of frankness; at what stage are the social sciences?
3. sense_key=degree%1:10:00:: | definition=an award conferred by a college or university signifying that the recipient has satisfactorily completed a course of study | synonyms=academic degree | examples=he earned his degree at Princeton summa cum laude
4. sense_key=degree%1:23:00:: | definition=a measure for arcs and angles | synonyms=arcdegree | examples=there are 360 degrees in a circle
5. sense_key=degree%1:09:00:: | definition=the highest power of a term or variable
6. sense_key=degree%1:23:03:: | definition=a unit of temperature on a specified scale | examples=the game was played in spite of the 40-degree temperature
7. sense_key=degree%1:07:01:: | definition=the seriousness of something (e.g., a burn or crime) | examples=murder in the second degree; a second degree burn

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
1.  **Analyze the target word**: The target lemma is "degree" (noun). The surface form is "degree".

2.  **Analyze the context**:
    *   Sentence: "American education's future will be determined by the **degree** to which we -- all of us -- allow this common sense to prevail over the illusions that we also share."
    *   Preceding context discusses "creativity" in education, romantic rebellion, parental desires for decent education, and adolescent illiteracy.
    *   Following context discusses the education establishment fighting against common sense.
    *   Key phrase: "degree to which". This is a common construction meaning "the amount or extent to which".

3.  **Analyze the candidate senses**:

    *   **Sense 1**: `degree%1:07:00::` - Definition: "a position on a scale of intensity or amount or quality". Synonyms: grade, level. Examples: "a moderate grade of intelligence".
        *   *Evaluation*: "The degree to which..." fits the "amount or extent" meaning perfectly. It refers to the extent of the action (allowing common sense to prevail).

    *   **Sense 2**: `degree%1:26:01::` - Definition: "a specific identifiable position in a continuum or series or especially in a process". Synonyms: level, stage, point. Examples: "a remarkable degree of frankness".
        *   *Evaluation*: While "a remarkable degree of frankness" is similar to sense 1, the definition emphasizes a specific position in a series/process. The context here ("degree to which") is more about the magnitude or extent rather than a step in a process (like "stage"). However, this sense often overlaps with sense 1 in usage. Let's look closer. The example "a remarkable degree of frankness" suggests intensity/amount, similar to sense 1. But the definition mentions "series" or "process". Sense 1 focuses on "scale of intensity or amount". The phrase "degree to which" is a standard measure of extent/intensity.

    *   **Sense 3**: `degree%1:10:00::` - Definition: "an award conferred by a college or university...". Synonyms: academic degree.
        *   *Evaluation*: Incorrect. The context is about the extent of influence, not a diploma.

    *   **Sense 4**: `degree%1:23:00::` - Definition: "a measure for arcs and angles".
        *   *Evaluation*: Incorrect. Geometry context.

    *   **Sense 5**: `degree%1:09:00::` - Definition: "the highest power of a term or variable".
        *   *Evaluation*: Incorrect. Math context.

    *   **Sense 6**: `degree%1:23:03::` - Definition: "a unit of temperature".
        *   *Evaluation*: Incorrect. Weather context.

    *   **Sense 7**: `degree%1:07:01::` - Definition: "the seriousness of something (e.g., a burn or crime)".
        *   *Evaluation*: Incorrect. Medical/Legal context.

4.  **Disambiguate between Sense 1 and Sense 2**:
    *   Sense 1: "a position on a scale of intensity or amount or quality".
    *   Sense 2: "a specific identifiable position in a continuum or series or especially in a process".
    *   The phrase "degree to which" refers to the *extent* or *amount*. While Sense 2 includes "continuum", Sense 1 specifically mentions "amount" and "intensity". The context is measuring the influence of common sense ("the extent to which").
    *   Let's check the examples provided in WordNet for Sense 1 vs Sense 2 again.
        *   Sense 1 examples: "a moderate grade of intelligence", "a high level of care is required". These are abstract measurements of quality/intensity.
        *   Sense 2 examples: "a remarkable degree of frankness", "at what stage are the social sciences?". The second example clearly fits the "process/stage" definition. The first example ("frankness") fits "intensity".
    *   WordNet hierarchies often distinguish these slightly. `degree%1:07:00` is under `amount`, `measure`. `degree%1:26:00` (act/state) is often the parent of `degree%1:26:01`.
    *   Actually, looking at the sense keys:
        *   `degree%1:07:00::` refers to amount/measure. "The degree to which" acts as a measure of the extent of the action. It quantifies the action.
        *   `degree%1:26:01::` usually refers to a point in a progression (like a stage).
    *   "The degree to which we allow..." is measuring the *amount* of allowance. It is synonymous with "extent". "Extent" falls under `amount`. Sense 1 definition "a position on a scale of intensity or amount" fits "extent" best.
    *   Sense 2's definition emphasizes "series or especially in a process". While "degree of frankness" is an example there, Sense 1 is the general "amount/intensity" sense.
    *   Let's look at the synonyms.
        *   Sense 1: grade, level.
        *   Sense 2: level, stage, point.
    *   In "the degree to which", we are asking "how much". "How much" corresponds to amount/intensity. Therefore, Sense 1 is the primary choice for general extent/amount.

    *   Let's double check the hierarchy.
        *   Sense 1 (1:07:00) -> `amount` -> `magnitude`.
        *   Sense 2 (1:26:01) -> `point` -> `state` -> `...`. Note: In some WordNet versions, `degree` (amount) is distinct from `degree` (point in process).
    *   The phrase "to a degree" or "to what degree" or "the degree to which" usually maps to the "amount/extent" sense (Sense 1).
    *   Example: "To what degree do you agree?" -> How much do you agree?
    *   Example: "The degree to which X happened" -> The extent X happened.
    *   This matches Sense 1's definition "position on a scale of intensity or amount".

5.  **Conclusion**: Sense 1 captures the meaning of "amount" or "extent" best.

    *   Target: degree
    *   Context phrase: "determined by the degree to which..."
    *   Meaning: the amount, the extent.
    *   Sense 1 definition: "a position on a scale of intensity or amount or quality".
    *   Match: Perfect.

6.  **Format Output**: {"sense_index": 1}