[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}.

reasoning_content:
 The user wants me to perform Word Sense Disambiguation on the word "survive" in the given context. I need to choose from 4 candidate senses provided.

 Let me analyze the context:

 "Their commitment to "creativity "can not <t>survive</t> adolescent illiteracy."

 The sentence is saying that the parents' commitment to "creativity" (in the romantic, rebellious sense described earlier) cannot continue to exist or endure in the face of adolescent illiteracy. When parents see their children becoming illiterate despite the focus on creativity, their commitment to that romantic notion of creativity will not last/cannot endure.

 Now let's look at the candidate senses:

 1. survive%2:42:01:: - "continue to live through hardship or adversity" - examples include living through difficult conditions, superstitions surviving in backwaters.
    - This seems to be about living through hardship or continuing to exist in difficult circumstances.

 2. survive%2:42:02:: - "continue in existence after (an adversity, etc.)" - examples: surviving cancer, pulling through.
    - This is about surviving a specific adverse event or condition.

 3. survive%2:42:00:: - "support oneself" - examples: existing on a low wage, living on $2000 a month.
    - This is about subsisting, making ends meet financially.

 4. survive%2:42:03:: - "live longer than" - examples: outliving someone.
    - This is about longevity relative to others.

 Now, looking at the usage: "Their commitment to 'creativity' can not survive adolescent illiteracy."

 This means the commitment cannot continue to exist when faced with adolescent illiteracy. It's about enduring or continuing despite adverse conditions (the illiteracy being the adverse condition that threatens the commitment).

 Sense 1 is "continue to live through hardship or adversity" - this could fit, as the illiteracy is the adversity, and the commitment cannot continue through it.

 Sense 2 is "continue in existence after (an adversity, etc.)" - this implies surviving a specific event, like surviving cancer.

 Actually, looking more carefully at the distinction:
 - Sense 1: "continue to live through hardship or adversity" - this emphasizes enduring ongoing hardship.
 - Sense 2: "continue in existence after (an adversity, etc.)" - this emphasizes surviving a specific adverse event.

 In the context, "adolescent illiteracy" is the adverse condition. The commitment cannot "survive" (endure/continue) in the presence of this condition.

 The examples for sense 1 include: "We went without water and food for 3 days; These superstitions survive in the backwaters of America"

 The second example "These superstitions survive in the backwaters of America" is very similar to our usage - an abstract concept (superstitions/commitment) continuing to exist in certain conditions.

 Actually, looking at the gloss for sense 1: "continue to live through hardship or adversity"
 And sense 2: "continue in existence after (an adversity, etc.)"

 The key difference seems to be:
 - Sense 1: enduring ongoing hardship (living through it)
 - Sense 2: surviving a specific adverse event (coming through it)

 In our case, "adolescent illiteracy" is the adversity. The commitment cannot continue to exist/live through this adversity. This aligns with sense 1.

 However, let me reconsider. The phrasing "survive adolescent illiteracy" could mean "continue to exist despite/overcome adolescent illiteracy" - which is similar to sense 2.

 But looking at the examples:
 Sense 1 examples: "We went without water and food for 3 days; These superstitions survive in the backwaters of America"
 - The superstitions example is about cultural concepts continuing to exist in certain environments.

 Sense 2 examples: "He survived the cancer against all odds"
 - This is about a person surviving a disease.

 Sense 1 synonyms: last, live, live on, go, endure, hold up
 Sense 2 synonyms: pull through, pull round, come through, make it

 In the context: "Their commitment to 'creativity' can not survive adolescent illiteracy."

 This is saying that when faced with the reality of adolescent illiteracy, the romantic commitment to "creativity" (as defined earlier) cannot endure or continue. The "adolescent illiteracy" is the adverse condition that ends the commitment.

 This fits sense 1 best: "continue to live through hardship or adversity" - but actually, it's the negative: it cannot continue to live/exist through this adversity.

 Wait, looking at sense 2 again: "continue in existence after (an adversity, etc.)"

 Actually, I think I need to look at the exact WordNet definitions more carefully.

 Sense 1: "continue to live through hardship or adversity" - This is about persisting despite difficulty.
 Sense 2: "continue in existence after (an adversity, etc.)" - This could mean surviving a specific incident.

 But in the context, "survive" is used transitively with "adolescent illiteracy" as the object. Wait, no: "can not survive adolescent illiteracy" - here "adolescent illiteracy" is the direct object?

 Actually, looking at the sentence structure: "Their commitment to 'creativity' can not survive adolescent illiteracy."

 This is somewhat ambiguous. It could mean:
 1. Their commitment cannot survive [the reality of] adolescent illiteracy (i.e., when adolescent illiteracy happens, the commitment dies)
 2. Their commitment cannot survive [through] adolescent illiteracy (i.e., endure past it)

 But given the context: "Fortunately, these same parents do want their children to get a decent education... Their commitment to 'creativity' can not survive adolescent illiteracy."

 The meaning is: Parents want creativity, but they also want real education. When they see their children becoming illiterate (because of the focus on creativity), their commitment to that kind of creativity cannot endure/continue. The illiteracy kills the commitment.

 This is similar to sense 1 (enduring hardship) but inverted (cannot endure).

 Actually, looking at the examples again for sense 1: "These superstitions survive in the backwaters of America" - this is about continuing to exist despite conditions.

 And for sense 2: "He survived the cancer" - this is about coming through a specific adverse event.

 In our case, "adolescent illiteracy" is the adverse condition/event. But the subject is "commitment" (an abstract concept), not a person.

 Can abstract concepts "survive" in sense 2? "The commitment survived the crisis" - yes, that works.

 But sense 1 also works for abstract concepts: "These superstitions survive..."

 Let me look at the glosses again:
 1. continue to live through hardship or adversity
 2. continue in existence after (an adversity, etc.)

 The "etc." in sense 2 suggests it could be any adversity, not just events but conditions too.

 However, the key distinction in WordNet for these verbs is often:
 - Sense 1: intransitive or transitive with "on" (survive on $2000)? No, that's sense 3.
 - Actually, looking at the synonym lists:

 Sense 1: last, live, live on, go, endure, hold up
 Sense 2: pull through, pull round, come through, make it

 Sense 2 seems more about recovering from a specific life-threatening or existence-threatening situation (pulling through).
 Sense 1 seems more about continuing over time despite difficulties (enduring).

 In the context: "Their commitment to 'creativity' can not survive adolescent illiteracy."

 This means: When faced with adolescent illiteracy, the commitment cannot endure/last. It won't continue to exist.

 Between sense 1 and 2:
 - Sense 1: "continue to live through hardship or adversity" - the commitment cannot continue to exist through the hardship of adolescent illiteracy.
 - Sense 2: "continue in existence after..." - the commitment cannot continue after [encountering] adolescent illiteracy.

 Both seem possible, but sense 1 feels more appropriate for the ongoing state of commitment vs. the condition of illiteracy. Sense 2 is typically used for surviving specific catastrophic events (cancer, car accidents, etc.).

 Also, the superstitions example in sense 1 ("These superstitions survive in the backwaters of America") is very close to abstract concepts surviving/extending through adverse conditions.

 Therefore, I believe sense 1 is the best choice.

 Wait, I should verify the sense indices. The user lists them as:
 1. sense_key=survive%2:42:01::
 2. sense_key=survive%2:42:02::
 3. sense_key=survive%2:42:00::
 4. sense_key=survive%2:42:03::

 So the indices in the JSON should be 1, 2, 3, or 4 corresponding to these.

 I choose index 1.

 But let me double-check if it could be sense 2. "Their commitment cannot survive adolescent illiteracy" - could this mean "Their commitment cannot outlive adolescent illiteracy"? No, that would be sense 4 (outlive).

 Could it mean "cannot pull through the adversity of adolescent illiteracy"? That's possible, but sense 2 usually takes a specific event like "survive the crash", "survive the recession". "Adolescent illiteracy" is more of a condition/state.

 Sense 1 includes "endure" as a synonym, which fits well: "Their commitment to 'creativity' cannot endure adolescent illiteracy."

 Actually, looking at the exact wording of the glosses provided:
 1. "continue to live through hardship or adversity"
 2. "continue in existence after (an adversity, etc.)"

 The phrase "after (an adversity, etc.)" in sense 2 suggests temporal sequence: first the adversity, then continuing to exist after it. But in our sentence, the commitment cannot survive [in the presence of] adolescent illiteracy. It's simultaneous rather than sequential.

 Therefore, sense 1 is better.

 Final check: Could it be sense 3? "support oneself" - no, that's clearly about financial subsistence.

 So the answer is index 1.


attempt_kind: initial

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: 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}.

finish_reason: stop

role: assistant

reasoning_content:
The user wants me to perform Word Sense Disambiguation for the word "adolescent" in the given context.

Let me analyze the context:
- The sentence is: "Their commitment to "creativity "can not survive <t>adolescent</t> illiteracy."
- The phrase is "adolescent illiteracy"
- The surrounding context discusses education, youngsters, children, young people, and the romantic notion of creativity in education.
- The author is talking about how parents' commitment to creativity cannot survive when their children reach adolescence and are illiterate, or when the illiteracy is characteristic of adolescents.

Now let's look at the candidate senses:

1. sense_key=adolescent%3:01:00:: | definition=relating to or peculiar to or suggestive of an adolescent | examples=adolescent problems
   - This is an adjective meaning "relating to adolescents." "Adolescent problems" means problems characteristic of or related to adolescents.
   - In "adolescent illiteracy," this could mean illiteracy among adolescents or characteristic of adolescents.

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
   - This is the age-specific sense. "Adolescent illiteracy" would mean illiteracy of teenagers (ages 13-19).

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
   - This is a metaphorical/metonymic extension meaning immature, childish. "Adolescent illiteracy" would mean immature/childish illiteracy, but that doesn't fit well because illiteracy isn't really "immature" in the sense of behavior.

4. sense_key=adolescent%5:00:00:immature:01 | definition=in the state of development between puberty and maturity | examples=adolescent boys and girls
   - This refers to the developmental stage. "Adolescent illiteracy" would mean illiteracy of those in the developmental stage between puberty and maturity.

Wait, I need to be careful about the WordNet sense distinctions here. Let me think about how WordNet structures these.

Actually, looking at the sense keys:
- %3:01:00:: - This is an adjective satellite? No, %3 is adjective, %5 is adjective satellite. Wait, in WordNet:
  - %1: noun
  - %2: verb
  - %3: adjective (non-satellite, aka "adjective all" or "prenominal")
  - %4: adverb
  - %5: adjective satellite

Wait, actually in WordNet sense keys:
- %3: adjective (can be predicate or attributive, but non-satellite)
- %5: adjective satellite

Sense 1: adolescent%3:01:00:: - "relating to or peculiar to or suggestive of an adolescent" - This is the relational adjective (pertaining to adolescents). Example: "adolescent problems"

Sense 2: adolescent%5:00:00:young:00 - "being of the age 13 through 19" - synonyms: teen, teenage, teenaged. This is the age-specific sense.

Sense 3: adolescent%5:00:00:immature:02 - "displaying or suggesting a lack of maturity" - synonyms: jejune, juvenile, puerile. This is the pejorative sense meaning immature.

Sense 4: adolescent%5:00:00:immature:01 - "in the state of development between puberty and maturity" - This is the developmental stage sense.

Now, in the phrase "adolescent illiteracy":
- The context is about education, youngsters, and parents wanting their children to get a decent education.
- "Their commitment to 'creativity' can not survive adolescent illiteracy."
- This means that when children become adolescents and are illiterate, parents abandon the creativity approach.
- "Adolescent illiteracy" most naturally means "illiteracy among adolescents" or "illiteracy of teenagers."

But wait, is it sense 2 (age 13-19) or sense 4 (developmental state between puberty and maturity) or sense 1 (relating to adolescents)?

Sense 1 is relational: "relating to or peculiar to or suggestive of an adolescent." Example: "adolescent problems" - problems associated with adolescents.
Sense 2 is specifically about the age: "being of the age 13 through 19" - synonyms with teen/teenage.
Sense 4 is about the developmental state: "in the state of development between puberty and maturity."

In "adolescent illiteracy," the word is modifying "illiteracy." Illiteracy is a condition/state, but here "adolescent" specifies the population group experiencing illiteracy.

"Teenage illiteracy" or "adolescent illiteracy" - this is most directly parallel to sense 2 because:
- Sense 2 synonyms: teen, teenage, teenaged
- Example: "teenage mothers" - mothers who are teenagers
- So "adolescent illiteracy" = illiteracy among teenagers

But sense 1 "adolescent problems" is also attributive. However, sense 1 is defined as "relating to or peculiar to or suggestive of an adolescent." This is broader and more relational.

Actually, looking at WordNet structure:
- Sense 1 (adj, not satellite): "relating to or peculiar to or suggestive of an adolescent" - this is the derivational/relational sense.
- Sense 2 (adj satellite): "being of the age 13 through 19" - this is the classifying age sense.
- Sense 4 (adj satellite): "in the state of development between puberty and maturity" - this is the biological/developmental sense.

For "adolescent illiteracy," I think the intended meaning is "illiteracy among those who are adolescents" - i.e., teenagers. This aligns with sense 2.

But let me reconsider. The context says "parents find this romantic extravagance so attractive... Their commitment to 'creativity' can not survive adolescent illiteracy." The idea is that parents support creativity when their children are young, but when the children reach adolescence and still can't read (adolescent illiteracy), the parents realize the creativity approach failed.

"Adolescent" here refers to the age group/stage of the children. Both sense 2 and sense 4 could apply. But sense 2 specifically gives the age range 13-19 and synonyms like "teenage." "Teenage illiteracy" is a very natural phrase. Sense 4 is more biological/developmental: "in the state of development between puberty and maturity."

However, in common usage, "adolescent" as an attributive adjective describing a population (adolescent illiteracy, adolescent health, adolescent psychology) often uses the relational sense (sense 1) or the age sense (sense 2).

Wait, I need to look at the examples more carefully:
- Sense 1 example: "adolescent problems"
- Sense 2 examples: "teenage mothers; the teen years"
- Sense 3 examples: "adolescent insecurity; jejune responses to our problems"
- Sense 4 examples: "adolescent boys and girls"

"Adolescent illiteracy" is most similar to:
- Sense 1's "adolescent problems" (problems of adolescents)
- Sense 2's "teenage mothers" (mothers who are teenagers)

But "illiteracy" is an abstract noun, while "mothers" and "boys and girls" are people. "Problems" is also abstract.

Actually, "adolescent problems" in sense 1 means problems related to adolescence. "Adolescent illiteracy" means illiteracy among adolescents.

Let me think about the distinction between sense 1 and sense 2/4. Sense 1 is the relational adjective. In WordNet, the first adjective sense of "adolescent" is often the relational one ("of or relating to adolescence/adolescents"). The other senses are more specific classifying adjectives.

But in the context of the sentence, is there any hint that "adolescent" is being used pejoratively to mean "immature" (sense 3)? The author is critical of the education system, but "adolescent illiteracy" doesn't seem to mean "immature illiteracy" - it means illiteracy among adolescents. The author isn't saying the illiteracy itself is immature; he's saying that when adolescents are illiterate, parents change their minds. So sense 3 is out.

Between sense 1, 2, and 4:
- Sense 2 seems most precise because it captures the age group (teenagers). The text talks about "youngsters," "young people," "children," and then specifically "adolescent illiteracy" - the progression suggests the children have grown into adolescence.
- Sense 4 is close but more focused on the biological developmental state.
- Sense 1 is very general ("relating to").

However, looking at the synonyms for sense 2: "teen, teenage, teenaged." If we substitute "teenage illiteracy," it works perfectly. "Teenage illiteracy" is a common collocation.

For sense 4: "in the state of development between puberty and maturity" - if we substitute, "illiteracy among those between puberty and maturity" - this is true but more clinical.

For sense 1: "relating to adolescents" - "illiteracy relating to adolescents" - this is vague.

I think sense 2 is the best fit. But wait, I should double-check if "adolescent" in "adolescent illiteracy" could be sense 1. In WordNet, sense 1 is often the "pertaining to" sense, and it's a non-satellite adjective. But in actual usage, when we say "adolescent medicine," "adolescent psychology," "adolescent health," these are often classified under the relational sense in WordNet? Or the age sense?

Let me reconsider the WordNet structure. "Teenage" is a separate lemma, but here it's listed as a synonym for sense 2. "Adolescent" as "being of the age 13 through 19" is essentially synonymous with "teenage."

In the context: "parents... want their children to get a decent education... Their commitment to 'creativity' can not survive adolescent illiteracy." This implies that as the children grow older (into adolescence/teenage years), the illiteracy becomes apparent or unacceptable. The contrast is between the romantic view of childhood creativity and the hard reality of teenagers who can't read.

Actually, looking at sense 4 again: "in the state of development between puberty and maturity" - this is the standard biological definition of adolescent. Sense 2 is more specifically about the age 13-19. But in common parlance, these overlap significantly.

However, the key differentiator is the synonym "teenage" in sense 2. The phrase "adolescent illiteracy" is essentially equivalent to "teenage illiteracy" or "teen illiteracy." This strongly points to sense 2.

Wait, I want to make sure about sense 1. The definition is "relating to or peculiar to or suggestive of an adolescent." The example is "adolescent problems." "Adolescent problems" could mean problems typical of adolescents. "Adolescent illiteracy" could similarly mean illiteracy typical of adolescents. But sense 2 is more specific about the demographic.

In WSD tasks, when a word is used attributively to modify a noun indicating a condition or phenomenon affecting a specific age group, the "young/teenage" sense (sense 2) is usually preferred over the general relational sense when the age-specific meaning is salient.

Let me check if there's any reason to prefer sense 4. Sense 4's example is "adolescent boys and girls." This is clearly the classifying sense for people. "Adolescent illiteracy" classifies illiteracy by the population affected, not by saying the illiteracy itself is in a state of development. So sense 4 is less likely because illiteracy doesn't develop between puberty and maturity; people do.

Therefore, sense 2 seems best: "being of the age 13 through 19" used attributively to mean "among those of age 13-19."

But I want to be absolutely sure. Let me re-read carefully: "Their commitment to 'creativity' can not survive adolescent illiteracy."

Could this be interpreted as "immature illiteracy" (sense 3)? No, because the author is talking about actual young people growing up. The whole passage is about education and young people. "Adolescent" refers to the age group.

Could it be sense 1? "Relating to adolescents." This is technically true but schematic. WordNet glosses are schematic, so we should use context. The context is about a generation of young people, youngsters, children. When the text says "adolescent illiteracy," it means illiteracy of adolescents (teenagers).

I think the answer is sense 2.

Wait, I need to be careful. In some WordNet versions, the senses might be ordered differently. Let me look at the indices:
1. relating to... (adolescent%3:01:00::)
2. being of the age 13 through 19 (adolescent%5:00:00:young:00)
3. displaying or suggesting a lack of maturity (adolescent%5:00:00:immature:02)
4. in the state of development between puberty and maturity (adolescent%5:00:00:immature:01)

Sense 2 has the synonym "teenage." The phrase "adolescent illiteracy" parallels "teenage mothers" from the example. This is strong evidence.

Also, the context contrasts the romantic view of children's potential with the reality of "adolescent illiteracy" - the children have grown into adolescence. The age-specific sense captures this perfectly.

I'll go with sense_index: 2.

format: unknown

native_finish_reason: stop

provider: SiliconFlow

currency: USD


[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:
The user wants me to perform Word Sense Disambiguation (WSD) on the word "illiteracy" in the given context.

 Let me analyze the context:
 - The text discusses education, creativity, self-expression, and traditional education
 - It mentions "adolescent illiteracy" in the context of parents wanting their children to get a decent education
 - It contrasts "commitment to creativity" with the reality of "illiteracy"
 - The surrounding context talks about ignorance, intellectual incompetence, and the failure of educational approaches

 Now let's look at the 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

 Sense 2 (index 0) is the more literal sense: the inability to read (analphabetism).
 Sense 1 (index 1) is broader: ignorance resulting from not reading.

 In the context:
 - The text mentions "ignorance and intellectual incompetence" earlier
 - It talks about "adolescent illiteracy" as something that conflicts with getting a "decent education as traditionally understood"
 - The context suggests functional illiteracy or the state of being uneducated/ignorant due to lack of reading, rather than just the mechanical inability to read letters

 However, looking closely at the phrase "adolescent illiteracy" - this is referring to teenagers who cannot read or write properly. In educational contexts, "illiteracy" often refers to the inability to read (functional illiteracy).

 But wait, let me look at the definitions again:
 - Sense 0: "an inability to read" (synonyms: analphabetism) - this is the literal, mechanical inability
 - Sense 1: "ignorance resulting from not reading" - this is broader, referring to the state of being ignorant due to lack of reading

 In the context: "Their commitment to 'creativity' can not survive adolescent illiteracy."

 The author is saying that when parents see their teenagers can't read (are illiterate), they abandon the romantic notions of creativity in education. This seems to refer to the actual inability to read, not just general ignorance.

 However, looking at the broader context about "ignorance and intellectual incompetence" and the critique of educational standards, it could be referring to the broader sense of ignorance.

 But "adolescent illiteracy" specifically suggests the inability to read at an adolescent age - which would be the literal sense.

 Let me check WordNet to understand the distinction better (based on my training data):
 - illiteracy%1:09:00:: usually refers to the condition of being unable to read and write
 - illiteracy%1:09:01:: usually refers to ignorance resulting from not reading

 In the phrase "adolescent illiteracy", this is most likely referring to the phenomenon of teenagers who cannot read (functional illiteracy), which would align with sense 0 (the inability to read).

 However, looking at the context again: "ignorance and intellectual incompetence" - this pairs well with "ignorance resulting from not reading" (sense 1).

 But the specific phrase "adolescent illiteracy" in an educational context typically refers to the inability to read/write.

 Let me reconsider. The text says: "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves... Their commitment to 'creativity' can not survive adolescent illiteracy."

 Here, "illiteracy" is being used as a specific example of the "ignorance and intellectual incompetence" mentioned earlier. But is it the inability to read, or the ignorance that results from not reading?

 Actually, looking at typical usage:
 - "Illiteracy" as "inability to read" is the primary sense
 - "Illiteracy" as "ignorance resulting from not reading" is a related but distinct sense

 In the context of "American education" and "adolescent illiteracy", this is almost certainly referring to the inability to read (functional illiteracy), which would be sense 0.

 But wait, the text mentions "ignorance" explicitly earlier. Is "illiteracy" here being used as a synonym for that ignorance, or as a specific educational failure?

 The phrase "adolescent illiteracy" strongly suggests the condition of being unable to read during adolescence.

 However, looking at the definition of sense 1: "ignorance resulting from not reading" - this could encompass the broader educational failure described.

 Let me think about which sense is more likely intended by the author. The author is criticizing educational approaches that emphasize creativity over disciplined instruction. The result is "adolescent illiteracy" - teenagers who can't read. This would be the inability to read (sense 0).

 But I should verify the sense indices. The user provides:
 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

 So:
 - Index 1 corresponds to sense_key ending in 01 (ignorance resulting from not reading)
 - Index 2 corresponds to sense_key ending in 00 (an inability to read)

 Wait, the user lists them as:
 1. sense_key=illiteracy%1:09:01::
 2. sense_key=illiteracy%1:09:00::

 So if I return {"sense_index": 1}, that would be the first one (ignorance resulting from not reading).
 If I return {"sense_index": 2}, that would be the second one (an inability to read).

 Actually, looking at the format, the user wants the index number. The candidates are labeled 1 and 2, but the sense keys have 01 and 00.

 Typically in WordNet:
 - illiteracy%1:09:00:: is the first sense (inability to read)
 - illiteracy%1:09:01:: is the second sense (ignorance resulting from not reading)

 But the user lists:
 1. sense_key=illiteracy%1:09:01::
 2. sense_key=illiteracy%1:09:00::

 So candidate 1 is the "ignorance" sense and candidate 2 is the "inability" sense.

 Which one fits better?

 In the context: "Their commitment to 'creativity' can not survive adolescent illiteracy."

 This means: When parents see that their adolescent children are illiterate (cannot read), they abandon their support for "creativity"-based education.

 This is clearly referring to the inability to read, not just general ignorance. The inability to read is the concrete manifestation of the failed educational approach.

 Also, "analphabetism" (synonym for sense 2) specifically means inability to read/write.

 Therefore, sense 2 (an inability to read) is the correct choice.

 Wait, I need to be careful about the indexing. The user lists:
 Candidate senses:
 1. sense_key=illiteracy%1:09:01::
 2. sense_key=illiteracy%1:09:00::

 So if I choose the second one, I return {"sense_index": 2}.

 But let me double-check. Could it be the first sense?

 "Ignorance resulting from not reading" - this could fit the context where the author talks about "ignorance and intellectual incompetence" and how the educational system produces ignorant young people.

 However, "adolescent illiteracy" is a specific term that usually refers to the inability to read and write at an adolescent age. It's the specific condition, not the general ignorance.

 Also, the contrast is between "creativity" (romantic, expressive) and actual basic skills (reading). The parents realize that creativity exercises don't teach actual reading.

 Therefore, sense 2 (inability to read) is correct.

 Final check: The user says "Return only a JSON object exactly like {"sense_index": 3}." This suggests 1-indexed numbering based on the list provided.

 So if I choose the second candidate (inability to read), I should return {"sense_index": 2}.

 Actually, looking at the instruction again: "Choose the single best indexed sense". The candidates are numbered 1 and 2. So I should return the number corresponding to the position in the list.

 Candidate 1: ignorance resulting from not reading
 Candidate 2: an inability to read

 I believe candidate 2 is correct.

 But let me reconsider one more time. The text says: "The result is a generation of young people whose ignorance and intellectual incompetence..."

 Then later: "Their commitment to 'creativity' can not survive adolescent illiteracy."

 Is "illiteracy" here being used as a specific example of the ignorance mentioned earlier, or as a distinct concept?

 Given that "illiteracy" literally means inability to read, and given that "adolescent illiteracy" is a standard term for teenagers who cannot read, and given that the text contrasts this with getting a "decent education as traditionally understood" (which would include reading), I think sense 2 is correct.

 Also, if the author meant "ignorance", they could have used that word (which they already used). Using "illiteracy" specifically invokes the inability to read.

 Therefore: {"sense_index": 2}

provider: DeepInfra


[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:
The user wants me to perform Word Sense Disambiguation for the target word "American" in the given context.

Let me analyze the context:
- The text discusses education, specifically "American education's future"
- It talks about parents, children, education establishment, common sense vs. romantic rebellion in education
- The phrase is "American education's future"

Now let's look at the candidate senses:
1. sense_key=american%3:01:01:: - 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:: - of or relating to or characteristic of the continents and islands of the Americas; examples: the American hemisphere; American flora and fauna

The context is clearly talking about the education system in the United States, not the continents of the Americas broadly. The discussion about "American education" in this context refers to the US education system. The examples for sense 1 include "American English" and "American citizens" which align with the US-specific meaning. The text discusses cultural and educational issues specific to the United States context (parents, education establishment, etc.).

Sense 2 refers to the broader Americas (North, Central, South America, islands), which doesn't fit here. When people refer to "American education" in this type of sociopolitical commentary, they mean education in the United States.

Therefore, sense 1 is the correct choice.

Wait, let me double-check the sense indices. The user lists:
1. sense_key=american%3:01:01:: ...
2. sense_key=american%3:01:00:: ...

So sense index 1 corresponds to the US-specific meaning, and sense index 2 corresponds to the broader Americas meaning.

The answer should be {"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 user wants me to perform Word Sense Disambiguation (WSD) on the word "education" in the given context. I need to choose the best sense from the 6 candidate senses provided.

Let me analyze the context:

The passage discusses:
1. "The whole notion of 'creativity' in education" - here education refers to the system or field of teaching
2. "parents do want their children to get a decent education as traditionally understood" - here it could mean the knowledge acquired or the process/system
3. "American education's future" - this suggests the system or institution of education in America
4. "The education establishment" - this refers to the system/institution/profession of education

Now let's look at the 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

This refers to the activities/process of teaching/instructing.

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

This refers to the knowledge/content learned.

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

This refers to the process of learning/acquiring knowledge.

4. sense_key=education%1:04:01:: | definition=the profession of teaching (especially at a school or college or university)

This refers to the profession/career.

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

This is about upbringing/social behavior.

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

This is specifically the government department.

Now, looking at the specific instance: "American <t>education</t>'s future"

The context is talking about "American education" as a system or institution. The surrounding text mentions:
- "The education establishment"
- "creativity in education"
- "get a decent education"
- "American education's future"

The phrase "American education's future" and "the education establishment" suggests we're talking about the system/institution of education in America, or the field/profession.

But let's look more carefully at sense 1 vs sense 4 vs sense 6.

Sense 6 is specifically the federal Department of Education (the government agency). The text mentions "American education" not specifically the Department of Education, though it could be interpreted that way. However, "the education establishment" usually refers to the system/institution/profession, not specifically the federal department.

Sense 4 is "the profession of teaching (especially at a school or college or university)". This could fit with "education establishment".

Sense 1 is "the activities of educating or instructing; activities that impart knowledge or skill". This is broader and refers to the activities.

But looking at the phrase "American education's future", this is most likely referring to the educational system or the field of education in America.

Wait, let me reconsider the specific target. The target is "education" in the phrase "American education's future".

In this context, "American education" refers to the educational system or the institution of education in the United States.

Looking at the examples for sense 1: "he received no formal education" - this is about the activity/system.
Looking at sense 4: "the profession of teaching" - this is more specific to the career.

But "American education" typically refers to the system or field, not specifically the profession or the federal department.

However, sense 1 (education%1:04:00::) is defined as "the activities of educating or instructing; activities that impart knowledge or skill" with synonyms including "instruction, teaching, pedagogy, didactics, educational activity".

Sense 4 (education%1:04:01::) is "the profession of teaching".

Given the context about "the education establishment" and the system-wide discussion about "creativity in education" and the future of "American education", this seems to be referring to the educational system or the field as a whole.

But I need to be careful. In WordNet:
- Sense 1 (1:04:00) is the general concept of education as activity/process
- Sense 4 (1:04:01) is the profession
- Sense 6 (1:14:00) is the federal department

The phrase "American education" in the context of "future will be determined" and "education establishment" suggests the institutional/system level.

But looking at the gloss for sense 1: "the activities of educating or instructing; activities that impart knowledge or skill"

And sense 4: "the profession of teaching (especially at a school or college or university)"

Given that the text mentions "American education's future" and talks about "the education establishment", this is likely sense 1 (the activities/system) or possibly sense 4 (the profession).

However, looking at the broader context, when people say "American education", they usually mean the educational system or the field of education in America. This aligns most closely with sense 1, which covers the activities and system of education.

But wait, there's also the possibility that "American education" here refers to the field as a profession (sense 4).

Let me look at the examples again:
- Sense 1 examples: "he received no formal education; our instruction was carefully programmed"
- Sense 4: no examples given, but it's the profession

The phrase "American education's future" parallels how we might talk about "American healthcare" or "American industry" - referring to the system or field.

Between sense 1 and sense 4, sense 1 is broader and includes the system/institution of education, while sense 4 is specifically the profession/career aspect.

Given the discussion about "creativity in education", "decent education", and "education establishment", this seems to be about the system and activities of education, not specifically the career/profession aspect.

Also, sense 6 (the federal department) is too specific - the text would likely capitalize it as "the Department of Education" or refer to federal policy specifically if that were the case.

Sense 2 and 3 are about the knowledge acquired (1:09), which doesn't fit "American education's future" (you don't say the future of knowledge, though you could, but the context suggests the system).

Sense 5 is about upbringing, which is not relevant here.

So it's between sense 1 and sense 4.

Looking at the WordNet hierarchy:
- 1:04:00 - activities of educating (the general concept)
- 1:04:01 - profession of teaching (specific career)

"American education" in this context refers to the educational system, which is best captured by sense 1 (the activities of educating or instructing) or possibly sense 4 if emphasizing the professional establishment.

But "the education establishment" typically refers to the institutional system, which is sense 1.

Also, earlier in the text: "creativity in education" - this is about the field/system (sense 1).
"get a decent education" - this could be sense 2 or 3 (the knowledge/process), but "American education" is the system.

I think sense 1 is the best fit: "the activities of educating or instructing; activities that impart knowledge or skill" - this encompasses the educational system being discussed.

Wait, I should double-check if there's any indication it's the federal department (sense 6). The text says "American education's future" and mentions "the education establishment". The Department of Education is part of the education establishment, but "American education" broadly refers to the entire system, not just the federal department.

Also, sense 6 examples would be like "Education announced new guidelines" referring to the department as an agent.

Therefore, sense 1 is the correct choice.

Actually, let me reconsider sense 4. Is "American education" referring to the profession? The text mentions "the education establishment will fight against common sense". The "establishment" in a field refers to the institutional powers, which could be the profession (sense 4) or the system (sense 1).

But looking at standard WSD for "education" in phrases like "American education" or "the state of education today", these typically map to sense 1 (the system/activities of education).

For example, "he works in education" could be sense 4 (profession) or sense 1 (the field).
"American education is failing" - this is about the system (sense 1).

I think sense 1 is the safest and most accurate choice.

One final check: could it be sense 3? "the gradual process of acquiring knowledge" - no, because "American education's future" refers to the institution/system, not the abstract process of an individual acquiring knowledge.

Sense 2? "knowledge acquired" - no, same reason.

So sense 1 is the answer.

provider: Venice


[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:
The user wants me to perform Word Sense Disambiguation (WSD) on the word "future" in the given context.

 Let me analyze the context:
 - The text discusses American education and how it will be determined by common sense prevailing over illusions.
 - The specific sentence is: "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."

 Now let's look at the candidate senses:

 1. sense_key=future%1:28:00:: | definition=the time yet to come | synonyms=hereafter, futurity, time to come
    - This refers to the temporal concept of future time, what is yet to come.

 2. sense_key=future%1:10:00:: | definition=a verb tense that expresses actions or states in the future | synonyms=future tense
    - This is a grammatical/linguistic term referring to verb tenses.

 3. sense_key=future%1:06:00:: | definition=bulk commodities bought or sold at an agreed price for delivery at a specified future date
    - This refers to futures contracts in finance/trading (commodities).

 Analysis:
 - In the context "American education's future", we're talking about what will happen to American education in the time to come.
 - This is clearly referring to the temporal concept (time yet to come), not a grammatical tense or financial commodities.
 - The phrase "will be determined" indicates we're talking about what happens in the time yet to come.
 - Sense 1 fits perfectly: "the time yet to come" for American education.

 Sense 2 (verb tense) doesn't make sense here because we're not talking about grammar.
 Sense 3 (commodities) doesn't make sense because we're not talking about trading or finance.

 Therefore, the correct sense is index 1.

 Wait, let me double-check the sense indices provided:
 - Candidate 1: sense_key=future%1:28:00::
 - Candidate 2: sense_key=future%1:10:00::
 - Candidate 3: sense_key=future%1:06:00::

 The user asks to return {"sense_index": 3} format, where the number corresponds to the candidate number (1, 2, or 3), not the WordNet sense key.

 So I should return {"sense_index": 1}.

 Let me verify once more:
 - Context: "American education's future will be determined..."
 - This is clearly about the future time/state of American education.
 - Sense 1: "the time yet to come" - matches.
 - Sense 2: verb tense - doesn't match.
 - Sense 3: commodities - doesn't match.

 Yes, sense_index should be 1.

provider: ModelRun


[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:
The user wants me to perform Word Sense Disambiguation for the word "determined" in the given context. I need to choose the best sense from the 8 candidate senses provided.

Let me analyze the context:
"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 sentence means that the future of American education will be shaped/influenced/decided by the degree to which common sense prevails.

Let me look at the candidate senses:

1. determine%2:32:00:: - establish after a calculation, investigation, experiment, survey, or study (find, find out, ascertain)
   - This is about discovering facts through investigation. Doesn't fit well here.

2. determine%2:31:02:: - shape or influence; give direction to (shape, mold, influence, regulate)
   - Example: "experience often determines ability; mold public opinion"
   - This fits very well. The future will be shaped/influenced by the degree to which common sense prevails.

3. determine%2:31:01:: - fix conclusively or authoritatively (set)
   - Example: "set the rules"
   - This is about setting something authoritatively. The future isn't being "set" like rules.

4. determine%2:32:03:: - decide upon or fix definitely (specify, set, define, fix, limit)
   - Example: "fix the variables; specify the parameters"
   - This is about fixing/specifying parameters. Doesn't fit.

5. determine%2:31:00:: - reach, make, or come to a decision about something (decide, make up one's mind)
   - Example: "We finally decided after lengthy deliberations"
   - This is about a person or group making a decision. The subject here is "American education's future" which can't make a decision. But "be determined by" could be passive. However, this sense is more about the act of deciding.

6. determine%2:31:03:: - fix in scope; fix the boundaries of
   - Example: "the tree determines the border of the property"
   - This is about spatial boundaries. Doesn't fit.

7. determine%2:32:05:: - settle conclusively; come to terms (settle, square off, square up)
   - Example: "We finally settled the argument"
   - This is about resolving disputes. Doesn't fit.

8. determine%2:32:01:: - find out, learn, or determine with certainty, usually by making an inquiry (check, find out, see, ascertain, watch, learn)
   - Example: "I want to see whether she speaks French"
   - This is about discovering/inquiring. Doesn't fit.

Now between sense 2 and sense 5:
Sense 2: "shape or influence; give direction to" - synonyms: shape, mold, influence, regulate
Sense 5: "reach, make, or come to a decision about something" - synonyms: decide, make up one's mind

The phrase "will be determined by" suggests causation/influence. The future is influenced/shaped by something. Sense 2 seems most appropriate.

Let me double-check the examples for sense 2: "experience often determines ability; mold public opinion"
This is exactly the structure: X determines Y. Experience (factor) determines ability (outcome). Similarly, "the degree to which..." (factor) determines "American education's future" (outcome).

Sense 5 is about an agent making a decision: "We finally decided..." The subject of "determine" in sense 5 is typically the decider. In the passive "be determined by", sense 2 works better because it's about factors influencing an outcome.

Actually, let me reconsider. In WordNet, "determine" has these senses, and in the passive "be determined by", it often means "decided by" or "influenced by".

Looking at sense 2 again: "shape or influence; give direction to" - this captures the idea that the future's direction is given by common sense.

Looking at sense 5: "reach, make, or come to a decision about something" - if we say "The future will be determined by X", it could mean X will decide the future. But X here is "the degree to which...", which is an abstract factor, not a decision-maker.

Sense 2 is the best fit. The future will be shaped or influenced by the degree to which common sense prevails.

Wait, I should also consider if there's a sense about "cause" or "control". Sense 2 says "shape or influence; give direction to". That's exactly what we need.

The answer should be sense_index: 2.

Wait, let me check the numbering. The user lists:
1. sense_key=determine%2:32:00::
2. sense_key=determine%2:31:02::
3. sense_key=determine%2:31:01::
4. sense_key=determine%2:32:03::
5. sense_key=determine%2:31:00::
6. sense_key=determine%2:31:03::
7. sense_key=determine%2:32:05::
8. sense_key=determine%2:32:01::

So sense 2 in the list is determine%2:31:02::.

I need to return {"sense_index": 2}.


[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:
 The user wants me to perform Word Sense Disambiguation (WSD) for the word "degree" in the given context.

 Let me analyze the context:
 "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 phrase is "the degree to which..." This is a common construction meaning "the extent to which" or "how much."

 Now let's look at the 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
    - This seems to fit "degree to which" - it's about the extent or amount/level to which something happens.

 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?
    - This also could fit, but "degree to which" usually refers to extent/amount rather than a specific identifiable position in a process.

 3. sense_key=degree%1:10:00:: | definition=an award conferred by a college or university...
    - This is about academic degrees, which doesn't fit here.

 4. sense_key=degree%1:23:00:: | definition=a measure for arcs and angles...
    - Mathematical/geometric degree, doesn't fit.

 5. sense_key=degree%1:09:00:: | definition=the highest power of a term or variable...
    - Mathematical term, doesn't fit.

 6. sense_key=degree%1:23:03:: | definition=a unit of temperature...
    - Temperature, doesn't fit.

 7. sense_key=degree%1:07:01:: | definition=the seriousness of something (e.g., a burn or crime)...
    - Legal/medical severity, doesn't fit.

 Now between sense 1 and sense 2:

 Sense 1: "a position on a scale of intensity or amount or quality" - this aligns with "the degree to which" meaning "the extent to which" or "how much."

 Sense 2: "a specific identifiable position in a continuum or series or especially in a process" - this is more about stages or steps in a process.

 The phrase "the degree to which" is an idiomatic expression meaning "the extent to which." This aligns with sense 1, which deals with intensity, amount, or quality on a scale.

 Looking at the examples for sense 1: "a moderate grade of intelligence; a high level of care is required" - these relate to levels on a scale.

 Looking at the examples for sense 2: "a remarkable degree of frankness; at what stage are the social sciences?" - "a remarkable degree of frankness" could be similar, but "the degree to which" specifically refers to the extent.

 Actually, looking more carefully at WordNet:
 - degree%1:07:00:: is the first sense under noun.attribute (intensity/amount/quality)
 - degree%1:26:01:: is under noun.state (position in a continuum/series/process)

 The construction "to the degree that" or "the degree to which" typically maps to sense 1 (extent, amount) rather than sense 2 (specific position/stage).

 However, looking at the examples for sense 2: "a remarkable degree of frankness" - this is similar to "the degree to which" in that both refer to extent.

 But in the specific phrase "the degree to which we allow this common sense to prevail", this is asking about the extent or amount of allowing, not a specific identifiable position in a process.

 Sense 1 seems more appropriate because:
 1. It refers to a position on a scale of intensity or amount
 2. "The degree to which" = the extent to which = how much = amount/intensity
 3. The synonyms grade and level fit: "the level to which", "the grade to which" (though "grade" is less common in this construction, "level" works)

 Wait, let me reconsider. In WordNet, "degree" sense 1 (1:07:00) is the hypernym for various specific types of degrees including academic degrees, temperature, etc. But actually looking at the structure:

 degree%1:07:00:: is "a position on a scale of intensity or amount or quality"
 degree%1:26:01:: is "a specific identifiable position in a continuum or series or especially in a process"

 The phrase "to a degree" or "the degree to which" is often classified under sense 1 in WordNet disambiguation tasks.

 Let me check the examples again:
 Sense 1 examples: "a moderate grade of intelligence; a high level of care is required"
 Sense 2 examples: "a remarkable degree of frankness; at what stage are the social sciences?"

 "A remarkable degree of frankness" is very similar to "the degree to which we allow..." - both refer to the extent of a quality.

 But "the degree to which" is a specific construction. In many WSD datasets (like SemCor), "degree" in "to the degree that" or "the degree to which" is typically tagged as sense 1 (the extent/amount sense).

 Actually, looking at the WordNet hierarchy:
 - Sense 1 (1:07:00) is under noun.attribute
 - Sense 2 (1:26:01) is under noun.state

 The context is about "how much" or "to what extent" common sense prevails - this is about the amount or extent, which fits sense 1.

 However, I should verify if there's any ambiguity with sense 2. Sense 2 emphasizes "specific identifiable position" and "continuum or series or process." The text is talking about the extent to which common sense prevails, not a specific stage in a process.

 Therefore, sense 1 is the best choice.

 Wait, I need to be careful. Let me look at the exact wording again: "the degree to which we -- all of us -- allow this common sense to prevail"

 This is definitely about extent/extent to which = amount/intensity.

 So the answer should be sense_index: 1.

 But let me double-check if sense 2 could be argued. Sense 2 has the example "a remarkable degree of frankness" which is very similar. But "degree" in "a remarkable degree of frankness" is a noun modifying another noun (or part of a noun phrase), whereas in "the degree to which", "degree" is the head noun of a relative clause construction.

 In "a remarkable degree of frankness", degree = extent (sense 1 or 2?)
 In "to what degree", degree = extent

 Actually, looking at WordNet examples for sense 2: "a remarkable degree of frankness" - this is listed under sense 2.
 And for sense 1: "a moderate grade of intelligence"

 But "degree of frankness" and "degree to which" are similar.

 However, in standard WSD for "the degree to which", the tag is usually sense 1.

 Let me think about the difference:
 - Sense 1: position on a scale of intensity or amount or quality (focus on measurement/scale)
 - Sense 2: specific identifiable position in a continuum or series or process (focus on stages/steps)

 "The degree to which common sense prevails" is measuring the extent (amount) of prevalence, not identifying a specific stage in a process.

 Therefore, sense 1 is correct.

 Final check: The user wants a JSON object like {"sense_index": 3}. So I should return {"sense_index": 1}.

provider: Phala


[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: allow
Target surface form: allow
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 degree to which we -- all of us -- <t>allow</t> 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=allow%2:41:00:: | definition=make it possible through a specific action or lack of action for something to happen | synonyms=let, permit | examples=This permits the water to rush in; This sealed door won't allow the water come into the basement
2. sense_key=allow%2:32:00:: | definition=consent to, give permission | synonyms=permit, let, countenance | examples=She permitted her son to visit her estranged husband; I won't let the police search her basement
3. sense_key=allow%2:40:00:: | definition=let have | synonyms=grant | examples=grant permission; Mandela was allowed few visitors in prison
4. sense_key=allow%2:31:01:: | definition=give or assign a resource to a particular person or cause | synonyms=appropriate, earmark, set aside, reserve | examples=I will earmark this money for your research; She sets aside time for meditation every day
5. sense_key=allow%2:42:00:: | definition=make a possibility or provide opportunity for; permit to be attainable or cause to remain | synonyms=leave, allow for, provide | examples=This leaves no room for improvement; The evidence allows only one conclusion
6. sense_key=allow%2:31:00:: | definition=allow or plan for a certain possibility; concede the truth or validity of something | synonyms=take into account | examples=I allow for this possibility; The seamstress planned for 5% shrinkage after the first wash
7. sense_key=allow%2:42:07:: | definition=afford possibility | synonyms=admit | examples=This problem admits of no solution; This short story allows of several different interpretations
8. sense_key=allow%2:41:01:: | definition=allow the other (baseball) team to score | synonyms=give up | examples=give up a run
9. sense_key=allow%2:40:01:: | definition=grant as a discount or in exchange | examples=The camera store owner allowed me $50 on my old camera
10. sense_key=allow%2:32:06:: | definition=allow the presence of or allow (an activity) without opposing or prohibiting | synonyms=permit, tolerate | examples=We don't allow dogs here; Children are not permitted beyond this point

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 user wants me to perform Word Sense Disambiguation on the word "allow" in the given context.

 Let me analyze the context:
 "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."

 The sentence is saying that the future of American education depends on the extent to which we let/permit common sense to prevail over illusions.

 Now let's look at the candidate senses:

 1. sense_key=allow%2:41:00:: | definition=make it possible through a specific action or lack of action for something to happen | synonyms=let, permit | examples=This permits the water to rush in; This sealed door won't allow the water come into the basement
    - This seems to fit. "Allow this common sense to prevail" = make it possible for common sense to prevail through action or lack of action.

 2. sense_key=allow%2:32:00:: | definition=consent to, give permission | synonyms=permit, let, countenance | examples=She permitted her son to visit her estranged husband; I won't let the police search her basement
    - This is about giving permission to someone to do something. Here, "common sense" is not an agent that needs permission, but rather an abstract concept that needs to be permitted to prevail.

 3. sense_key=allow%2:40:00:: | definition=let have | synonyms=grant | examples=grant permission; Mandela was allowed few visitors in prison
    - This is about giving something to someone. Doesn't fit here.

 4. sense_key=allow%2:31:01:: | definition=give or assign a resource to a particular person or cause | synonyms=appropriate, earmark, set aside, reserve | examples=I will earmark this money for your research; She sets aside time for meditation every day
    - Not relevant here.

 5. sense_key=allow%2:42:00:: | definition=make a possibility or provide opportunity for; permit to be attainable or cause to remain | synonyms=leave, allow for, provide | examples=This leaves no room for improvement; The evidence allows only one conclusion
    - This is close, but usually used when something allows something else (e.g., "The evidence allows only one conclusion"). Here the structure is "we allow this common sense to prevail", which is different.

 6. sense_key=allow%2:31:00:: | definition=allow or plan for a certain possibility; concede the truth or validity of something | synonyms=take into account | examples=I allow for this possibility; The seamstress planned for 5% shrinkage after the first wash
    - This is "allow for", not just "allow".

 7. sense_key=allow%2:42:07:: | definition=afford possibility | synonyms=admit | examples=This problem admits of no solution; This short story allows of several different interpretations
    - This is usually "allows of", not just "allows".

 8. sense_key=allow%2:41:01:: | definition=allow the other (baseball) team to score | synonyms=give up | examples=give up a run
    - Specific to baseball, not relevant.

 9. sense_key=allow%2:40:01:: | definition=grant as a discount or in exchange | examples=The camera store owner allowed me $50 on my old camera
    - Commercial context, not relevant.

 10. sense_key=allow%2:32:06:: | definition=allow the presence of or allow (an activity) without opposing or prohibiting | synonyms=permit, tolerate | examples=We don't allow dogs here; Children are not permitted beyond this point
     - This is about tolerating/presence of something. While close, the context is more about enabling common sense to prevail rather than merely tolerating its presence.

 Now, between sense 1 and sense 2:
 - Sense 1: "make it possible through a specific action or lack of action for something to happen" - This fits well. We make it possible for common sense to prevail.
 - Sense 2: "consent to, give permission" - This implies an agent (common sense) that needs permission, which doesn't quite fit. Common sense isn't an agent that needs permission to act.

 Actually, looking more carefully at sense 1: "make it possible through a specific action or lack of action for something to happen" - the examples show physical enabling (water rushing in, door not allowing water). But the context here is metaphorical - allowing common sense to prevail.

 Sense 10: "allow the presence of or allow (an activity) without opposing or prohibiting" - "We allow this common sense to prevail" could mean we don't oppose it, we let it happen.

 But let's look at sense 1 again. The definition says "make it possible through a specific action or lack of action for something to happen". In the context, "we allow this common sense to prevail" means we take actions (or refrain from actions) that make it possible for common sense to prevail over illusions.

 Sense 2 is about giving permission to someone to do something. "She permitted her son to visit..." - the son is the agent. In our case, common sense is not really an agent that needs permission.

 Sense 10 is about allowing presence/activity without opposing. "We don't allow dogs here" - this is about not prohibiting.

 But "allow this common sense to prevail" is more active than just not prohibiting - it's about enabling it to happen, making it possible.

 Actually, looking at the examples for sense 1: "This permits the water to rush in" - this is similar to "allow common sense to prevail". The structure is: [subject] allows [something] to [happen].

 In sense 2, the structure is typically: [subject] allows [someone] to [do something].

 So sense 1 seems better: "make it possible through a specific action or lack of action for something to happen".

 Wait, let me check sense 5 again: "make a possibility or provide opportunity for; permit to be attainable or cause to remain". Examples: "This leaves no room for improvement; The evidence allows only one conclusion". This is usually used when the subject is a thing that allows a conclusion/state, not a person allowing something.

 In our case, "we" (people) are the subject allowing common sense to prevail. So sense 1 or 2 or 10 are the main candidates.

 Between 1 and 10:
 - Sense 1: make it possible for something to happen
 - Sense 10: allow the presence of or allow (an activity) without opposing or prohibiting

 "Allow common sense to prevail" - prevail means to win, to be victorious. So we're allowing common sense to win over illusions. This is about making it possible for that to happen (sense 1), or permitting it to happen (sense 2/10).

 But sense 1 specifically mentions "make it possible through a specific action or lack of action". The context talks about parents having common sense and the education establishment fighting against it. So "allowing common sense to prevail" means taking actions (or not taking actions) that make it possible for common sense to win.

 Sense 2 (consent/permission) doesn't fit well because you don't give permission to an abstract concept like "common sense" to prevail.

 Sense 10 (tolerate/presence) is close but "prevail" suggests an active process of winning, not just being present.

 I think sense 1 is the best fit: "make it possible through a specific action or lack of action for something to happen".

 Actually, looking at the WordNet sense keys:
 - allow%2:41:00:: is sense 1
 - allow%2:32:00:: is sense 2
 - allow%2:40:00:: is sense 3
 - etc.

 The index numbers in the list correspond to the order given (1-10).

 So the answer should be {"sense_index": 1}.

 But let me double-check sense 10 (index 10): "allow the presence of or allow (an activity) without opposing or prohibiting". Could "allow common sense to prevail" mean "tolerate common sense prevailing"? Maybe, but "prevail" is stronger than just "be present". Also, the examples for sense 10 are about allowing dogs, allowing children - regulating presence/access.

 Sense 1 examples: "This permits the water to rush in" - this is about enabling/causing something to happen, which is parallel to "allow common sense to prevail".

 Therefore, sense index 1 is correct.

provider: AtlasCloud


[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: prevail
Target surface form: prevail
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 degree to which we -- all of us -- allow this common sense to <t>prevail</t> 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=prevail%2:42:02:: | definition=be larger in number, quantity, power, status or importance | synonyms=predominate, dominate, rule, reign | examples=Money reigns supreme here; Hispanics predominate in this neighborhood
2. sense_key=prevail%2:42:01:: | definition=be valid, applicable, or true | synonyms=hold, obtain | examples=This theory still holds
3. sense_key=prevail%2:42:00:: | definition=continue to exist | synonyms=persist, die hard, run, endure | examples=These stories die hard; The legend of Elvis endures
4. sense_key=prevail%2:33:00:: | definition=prove superior | synonyms=triumph | examples=The champion prevailed, though it was a hard fight
5. sense_key=prevail%2:32:02:: | definition=use persuasion successfully | examples=He prevailed upon her to visit his parents

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 user wants me to perform Word Sense Disambiguation (WSD) for the word "prevail" in the given context.

Let me analyze the context:
The sentence is: "American education's future will be determined by the degree to which we -- all of us -- allow this common sense to <t>prevail</t> over the illusions that we also share."

Key elements:
- "prevail over the illusions"
- It's about common sense prevailing over illusions
- There's an opposition between "common sense" and "illusions"
- The context suggests a competition or conflict where one side wins or becomes dominant

Now let's look at the candidate senses:

1. sense_key=prevail%2:42:02:: | definition=be larger in number, quantity, power, status or importance | synonyms=predominate, dominate, rule, reign
   - This suggests being more powerful or numerous, dominating
   - "Prevail over" fits this pattern - common sense dominating over illusions

2. sense_key=prevail%2:42:01:: | definition=be valid, applicable, or true | synonyms=hold, obtain
   - This is about validity or truth
   - Doesn't fit well with "prevail over" - you don't usually "be valid over" something

3. sense_key=prevail%2:42:00:: | definition=continue to exist | synonyms=persist, die hard, run, endure
   - This is about continuing to exist
   - While common sense could continue to exist, the phrase "prevail over" suggests dominance, not just continuation

4. sense_key=prevail%2:33:00:: | definition=prove superior | synonyms=triumph
   - This suggests winning or being superior
   - "Prevail over" fits well here - triumphing over illusions
   - The context mentions fighting: "The education establishment will fight against common sense every inch of the way" - this suggests a battle/competition where one side prevails (wins)

5. sense_key=prevail%2:32:02:: | definition=use persuasion successfully | examples=He prevailed upon her to visit his parents
   - This requires "prevail upon" to mean persuading someone
   - The text has "prevail over", not "prevail upon", so this doesn't fit

Now comparing sense 1 and sense 4:

Sense 1 (predominate, dominate, rule, reign): This is about being larger in number, quantity, power, status or importance. The examples are "Money reigns supreme here; Hispanics predominate in this neighborhood" - these are about dominance or being the majority.

Sense 4 (triumph): This is about proving superior in a conflict or competition. The example is "The champion prevailed, though it was a hard fight."

The context mentions:
- "The education establishment will fight against common sense every inch of the way"
- This sets up a conflict/fight metaphor
- "allow this common sense to prevail over the illusions"

In this conflict between common sense and illusions/romantic extravagance, the question is which will "win" or prove superior. The word "fight" in the next sentence strongly suggests this is about winning a contest or conflict.

However, sense 1 is also possible because "prevail over" often means to dominate or be more powerful than.

Let me check the WordNet sense keys to understand the numbering:
- prevail%2:42:02:: - this is the "predominate" sense
- prevail%2:33:00:: - this is the "triumph" sense

The difference:
- Sense 1 (42:02): be larger in number, quantity, power, status or importance - this is about general dominance or prevalence
- Sense 4 (33:00): prove superior - this is specifically about winning a contest or conflict

Given the context of "fight against common sense" and the opposition between common sense and illusions, this seems to be about one side winning over the other in a conflict of ideas.

But wait, let me look at the examples again:
Sense 1 examples: "Money reigns supreme here; Hispanics predominate in this neighborhood"
Sense 4 examples: "The champion prevailed, though it was a hard fight"

The phrase "prevail over" is commonly used with both senses, but in the context of "fighting" mentioned in the last sentence ("The education establishment will fight against common sense every inch of the way"), this establishes a metaphorical battle. In a battle, one side "prevails" (wins) over the other.

However, sense 1 is also very strong because "prevail over" meaning "dominate over" or "be more powerful than" fits well.

Let me look more carefully at the specific WordNet definitions:

Sense 1: "be larger in number, quantity, power, status or importance"
Sense 4: "prove superior"

Actually, looking at standard WordNet:
- prevail#1: be larger in number, quantity, power, status or importance (predominate, dominate, rule, reign, prevail)
- prevail#2: be valid, applicable, or true (hold, obtain, prevail)
- prevail#3: continue to exist (persist, prevail)
- prevail#4: prove superior (triumph, prevail)
- prevail#5: use persuasion successfully (prevail upon)

The context is about common sense winning out over illusions in the future of American education. The author talks about a "fight" and "rebellion", suggesting a conflict where one side must win.

But "prevail" with "over" often goes with sense 1 (dominate) in the sense of "prevailing over" something meaning overcoming it or being stronger than it.

Actually, looking at the distinction:
- Sense 4 (prove superior/triumph) is specifically about winning a fight or contest
- Sense 1 (predominate) is about being dominant or more numerous

Given the explicit mention of "fight" in the context ("The education establishment will fight against common sense every inch of the way"), this strongly supports sense 4 (triumph/prove superior).

However, I should also consider if it's sense 1. "Prevail over" can mean to gain ascendancy or mastery over, which could fit sense 1.

Let me think about the phrase "allow this common sense to prevail over the illusions":
- If sense 4 (triumph): allow common sense to triumph over/win against illusions
- If sense 1 (predominate): allow common sense to dominate over/be more powerful than illusions

Both work, but the fighting context pushes toward sense 4.

Wait, I need to be careful about the sense indexing. The user provided:
1. sense_key=prevail%2:42:02::
2. sense_key=prevail%2:42:01::
3. sense_key=prevail%2:42:00::
4. sense_key=prevail%2:33:00::
5. sense_key=prevail%2:32:02::

So the index numbers are 1, 2, 3, 4, 5 corresponding to these senses.

Sense 4 is: definition=prove superior | synonyms=triumph | examples=The champion prevailed, though it was a hard fight

Sense 1 is: definition=be larger in number, quantity, power, status or importance | synonyms=predominate, dominate, rule, reign

Given the example for sense 4 specifically mentions "a hard fight", and the context mentions "fight against common sense", this is a very strong match.

Also, the structure "prevail over" with the meaning of "triumph over" (defeating something) fits better than "be larger in number over" which doesn't make as much sense.

Actually, looking at the gloss for sense 1: "be larger in number, quantity, power, status or importance" - you can be larger in power/importance "over" something else, so that works too.

But the specific mention of "fight" in the context makes sense 4 the best choice. The text sets up a conflict between common sense and illusions/romantic extravagance, and asks whether common sense will "prevail" (win) over these illusions.

Therefore, sense_index should be 4.

Wait, let me double-check sense 5: "use persuasion successfully" - this requires "prevail upon", not "prevail over", so it's definitely not 5.

Sense 2: "be valid, applicable, or true" - doesn't fit with "over"

Sense 3: "continue to exist" - while common sense could continue to exist, "prevail over" doesn't mean "continue to exist over"

So it's between 1 and 4.

Given the fighting/war metaphor in the text ("rebellion", "fight against"), sense 4 (triumph/prove superior) is the best fit.

The answer should be {"sense_index": 4}.

provider: Moonshot AI