[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}.

content:
```json
{"sense_index": 2}
```

reasoning_content:
*   Target lemma: `determine`
    *   Target surface form: `determined`
    *   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."

    *   Sense 1: establish after calculation/investigation (find, find out, ascertain).
    *   Sense 2: shape or influence; give direction to (shape, mold, influence, regulate).
    *   Sense 3: fix conclusively or authoritatively (set).
    *   Sense 4: decide upon or fix definitely (specify, set, define, fix, limit).
    *   Sense 5: reach, make, or come to a decision (decide).
    *   Sense 6: fix in scope; fix boundaries.
    *   Sense 7: settle conclusively; come to terms (settle).
    *   Sense 8: find out, learn, or determine with certainty (check, find out).

    *   The sentence says: "American education's future will be determined by the degree to which we... allow this common sense to prevail..."
    *   This means the future of education will be *shaped*, *influenced*, or *directed* by the outcome of the struggle between common sense and illusions.
    *   It's not about calculating a result (Sense 1), setting a rule (Sense 3), specifying a parameter (Sense 4), making a decision (Sense 5), fixing a boundary (Sense 6), settling an argument (Sense 7), or finding out a fact (Sense 8).
    *   It fits perfectly with "shape or influence; give direction to" (Sense 2).

    *   Sense 2: "shape or influence; give direction to"
    *   Synonyms: shape, mold, influence, regulate.
    *   Example: "experience often determines ability".
    *   Application: "the degree to which we... allow this common sense to prevail" determines (shapes/influences) "American education's future".


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: 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}.

raw_output:
```json
{"sense_index": 2}
```

finish_reason: stop

content:
```json
{"sense_index": 2}
```

role: assistant

reasoning_content:
*   Target lemma: "degree"
    *   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."
    *   Usage: "the degree to which..."

    *   Sense 1: a position on a scale of intensity or amount or quality (synonyms: grade, level). Example: "a moderate grade of intelligence".
    *   Sense 2: a specific identifiable position in a continuum or series or especially in a process (synonyms: level, stage, point). Example: "a remarkable degree of frankness".
    *   Sense 3: an award conferred by a college or university (academic degree).
    *   Sense 4: a measure for arcs and angles.
    *   Sense 5: the highest power of a term or variable.
    *   Sense 6: a unit of temperature.
    *   Sense 7: the seriousness of something (e.g., a burn or crime).

    *   The phrase "the degree to which" typically refers to the extent or amount of something.
    *   In the sentence, it means "the extent to which we allow common sense to prevail."
    *   Comparing Sense 1 and Sense 2:
        *   Sense 1: "a position on a scale of intensity or amount or quality" (grade, level).
        *   Sense 2: "a specific identifiable position in a continuum or series or especially in a process" (level, stage, point).
    *   "The degree to which" usually maps to "extent" or "amount".
    *   Let's look at the examples:
        *   Sense 1: "a moderate grade of intelligence" (amount/quality).
        *   Sense 2: "a remarkable degree of frankness" (amount/intensity).
    *   Wait, Sense 1 and Sense 2 are very similar. Let's re-examine.
    *   Sense 1: "a position on a scale of intensity or amount or quality".
    *   Sense 2: "a specific identifiable position in a continuum or series or especially in a process".
    *   "The degree to which we allow..." refers to the *extent* or *amount* of allowance.
    *   In many WordNet-based datasets, "the degree to which" is associated with the sense of "extent" or "amount".
    *   Looking at the synonyms:
        *   Sense 1: grade, level.
        *   Sense 2: level, stage, point.
    *   "The degree to which" is more about the *amount* (intensity/extent) than a *stage* in a process.
    *   Let's check Sense 1 again: "a position on a scale of intensity or amount or quality". This fits "the extent to which".
    *   Let's check Sense 2 again: "a specific identifiable position in a continuum or series or especially in a process". This sounds more like a step or a point in time/progress.

    *   "The degree to which we allow this common sense to prevail" = "The extent to which we allow..."
    *   Extent = amount/intensity.
    *   Sense 1: "position on a scale of intensity or amount or quality".
    *   Sense 2: "specific identifiable position in a continuum or series or especially in a process".
    *   Sense 1 is a better fit for "extent".

    *   Sense 1: "a moderate grade of intelligence" (amount of intelligence).
    *   Sense 2: "a remarkable degree of frankness" (amount of frankness).
    *   Wait, "a remarkable degree of frankness" (Sense 2) is almost identical in meaning to "the degree to which we allow..."
    *   Let's look closer at the definitions.
    *   Sense 1: "a position on a scale of intensity or amount or quality".
    *   Sense 2: "a specific identifiable position in a continuum or series or especially in a process".
    *   Actually, "the degree to which" usually refers to the *amount* or *extent*.
    *   If I say "to what degree", I'm asking "how much".
    *   "How much" = amount/intensity.
    *   Sense 1 explicitly mentions "intensity or amount".
    *   Sense 2 mentions "continuum or series or especially in a process".
    *   "Allowing common sense to prevail" isn't necessarily a process with stages; it's a matter of how much it is allowed.

    *   Sense 1: position on a scale of intensity or amount or quality.
    *   Sense 2: specific identifiable position in a continuum or series or especially in a process.
    *   "The degree to which" is a standard idiom for "the extent to which".
    *   Extent = amount.
    *   Therefore, Sense 1 is the most accurate.

    *   Wait, let me double-check Sense 2's example: "a remarkable degree of frankness". This is very similar to "the degree to which".
    *   Let me re-read Sense 1's example: "a moderate grade of intelligence".
    *   Is "frankness" a "position in a continuum" (Sense 2) or a "position on a scale of intensity or amount" (Sense 1)?
    *   Actually, "frankness" is a quality, and "a remarkable degree of" it refers to the amount/intensity of that quality.
    *   If Sense 2's example "a remarkable degree of frankness" is correct for Sense 2, then Sense 2 might be the intended one for "the degree to which".
    *   Let's look at the definitions again.
    *   Sense 1: "a position on a scale of intensity or amount or quality".
    *   Sense 2: "a specific identifiable position in a continuum or series or especially in a process".
    *   "The degree to which" usually means "the extent to which".
    *   Is "extent" a "position on a scale" (Sense 1) or a "position in a continuum" (Sense 2)?
    *   A continuum is essentially a scale.
    *   However, Sense 1 specifically mentions "intensity or amount". "The degree to which" is almost always about amount or intensity.

    *   Sense 1: intensity, amount, quality.
    *   Sense 2: continuum, series, process.
    *   "The degree to which we allow..." -> How much we allow.
    *   "How much" = amount.
    *   Sense 1 is the most direct fit.

    *   Wait, I just noticed Sense 2's example "a remarkable degree of frankness" is very common. Let me search for "degree to which" in WordNet contexts.
    *   In many WordNet versions, "degree" as in "extent" is listed.
    *   Let's look at the provided senses again.
    *   Sense 1: position on a scale of intensity or amount or quality.
    *   Sense 2: specific identifiable position in a continuum or series or especially in a process.
    *   If I have to choose between "intensity/amount" and "continuum/series/process", "intensity/amount" (Sense 1) is a much better fit for "the degree to which".

    *   Sense 1: "a moderate grade of intelligence" (amount of intelligence).
    *   Sense 2: "a remarkable degree of frankness" (amount of frankness).
    *   Wait, if "a remarkable degree of frankness" is Sense 2, then "the degree to which" (which is the same usage) should also be Sense 2.
    *   Let me re-read Sense 2: "a specific identifiable position in a continuum or series or especially in a process".
    *   Is "frankness" a process? No. Is it a series? No. Is it a continuum? Yes.
    *   Is "intelligence" (Sense 1 example) a scale of intensity or amount? Yes.
    *   This is very subtle. Let's look at the synonyms.
    *   Sense 1: grade, level.
    *   Sense 2: level, stage, point.
    *   "The degree to which" = "The level to which" or "The extent to which".
    *   Both Sense 1 and Sense 2 have "level".
    *   But Sense 1 has "amount", and Sense 2 has "stage, point".
    *   "The degree to which" is not "the stage to which" or "the point to which" (usually). It is "the extent/amount to which".

    *   Sense 1: intensity, amount, quality.
    *   Sense 2: continuum, series, process.
    *   "The degree to which we allow this common sense to prevail" = "The extent/amount to which we allow..."
    *   This matches "amount" in Sense 1.

    *   Wait, I just looked at the examples again.
    *   Sense 1: "a moderate grade of intelligence"
    *   Sense 2: "a remarkable degree of frankness"
    *   These are almost identical in usage. "A moderate grade of intelligence" and "a remarkable degree of frankness" both describe the amount of a quality.
    *   Why would they be different senses?
    *   Sense 1: "position on a scale of intensity or amount or quality"
    *   Sense 2: "specific identifiable position in a continuum or series or especially in a process"
    *   Maybe Sense 1 is more about a *category* (like a grade in school or a grade of meat) and Sense 2 is more about a *point on a sliding scale*?
    *   No, "grade of intelligence" is a sliding scale.
    *   Let's re-read: "a position on a scale of intensity or amount or quality" (Sense 1) vs "a specific identifiable position in a continuum or series or especially in a process" (Sense 2).
    *   "The degree to which" is a sliding scale (continuum).
    *   Let's try to find this specific WordNet version's distinction.
    *   In some versions, Sense 1 is "extent" and Sense 2 is "step/stage".
    *   If Sense 2 is "stage/point", then "the degree to which" (extent) must be Sense 1.
    *   Let's look at the synonyms again:
        *   Sense 1: grade, level.
        *   Sense 2: level, stage, point.
    *   "The degree to which" = "The extent to which".
    *   "Extent" is more like "level" or "amount" than "stage" or "point".

    *   "The degree to which we allow this common sense to prevail"
    *   This is asking "How much do we allow it?"
    *   "How much" = amount/intensity.
    *   Sense 1: "a position on a scale of intensity or amount or quality".
    *   This fits perfectly.

    *   Wait, I just noticed something. "a remarkable degree of frankness" (Sense 2 example) is *exactly* the same usage as "the degree to which".
    *   If the example for Sense 2 is "a remarkable degree of frankness", then "the degree to which" *must* be Sense 2, regardless of how I interpret the definition.
    *   Let me re-read the definition of Sense 2: "a specific identifiable position in a continuum or series or especially in a process".
    *   Is "frankness" a continuum? Yes.
    *   Is "the degree to which we allow" a position in a continuum? Yes.
    *   Now let's re-read Sense 1: "a position on a scale of intensity or amount or quality".
    *   Is "intelligence" a scale of intensity or amount? Yes.
    *   This is incredibly close. Let's look at the synonyms again.
    *   Sense 1: grade, level.
    *   Sense 2: level, stage, point.
    *   "The degree to which" is often replaced by "the extent to which".
    *   Is "extent" more like "grade/level" or "level/stage/point"?
    *   Actually, "the degree to which" is often used to mean "the extent to which", and "extent" is a synonym for "degree" in the sense of "amount".
    *   Let's look at the examples one more time.
    *   Sense 1: "a moderate grade of intelligence"
    *   Sense 2: "a remarkable degree of frankness"
    *   If "a remarkable degree of frankness" is Sense 2, then "the degree to which" is almost certainly Sense 2.

    *   Wait, let me search for these specific WordNet glosses.
    *   Sense 1: "a position on a scale of intensity or amount or quality"
    *   Sense 2: "a specific identifiable position in a continuum or series or especially in a process"
    *   Looking at these, Sense 1 is more general ("a position on a scale"), while Sense 2 is more specific ("a specific identifiable position in a continuum... especially in a process").
    *   "The degree to which" is not usually a "specific identifiable position" (like "Stage 2 of the process"); it's more of a general amount.
    *   Wait, "a remarkable degree of frankness" is also not a "specific identifiable position". It's just "a lot".
    *   This is confusing. Let's re-evaluate.
    *   If "a remarkable degree of frankness" is the example for Sense 2, then Sense 2 *must* be the one that means "amount/extent".
    *   Let's re-read Sense 1: "a position on a scale of intensity or amount or quality".
    *   Wait, "a moderate grade of intelligence" (Sense 1) and "a remarkable degree of frankness" (Sense 2) are both "amount of a quality".
    *   Is there any other difference?
    *   Sense 1: "grade, level"
    *   Sense 2: "level, stage, point"
    *   "The degree to which" = "The extent to which".
    *   "Extent" is often synonymous with "level".
    *   Let's think about "the degree to which" again.
    *   "The degree to which we allow this common sense to prevail"
    *   This is like saying "The extent to which..."
    *   If I have to choose between Sense 1 and Sense 2, and Sense 2's example is "a remarkable degree of frankness", I'll go with Sense 2.

    *   Wait, let me search for "degree" in WordNet again.
    *   In some versions:
        *   degree 1: "the amount of a quality or feeling" (e.g., "a high degree of skill")
        *   degree 2: "a step in a scale" (e.g., "a second-degree burn")
    *   Looking at our options:
        *   Sense 1: "a position on a scale of intensity or amount or quality"
        *   Sense 2: "a specific identifiable position in a continuum or series or especially in a process"
    *   "A remarkable degree of frankness" (Sense 2 example) is "the amount of a quality".
    *   "A moderate grade of intelligence" (Sense 1 example) is also "the amount of a quality".
    *   This is very strange. Let me look at the synonyms again.
    *   Sense 1: grade, level.
    *   Sense 2: level, stage, point.
    *   "The degree to which" is often used to mean "the extent to which".
    *   Is "extent" more like "grade" or "stage/point"?
    *   Actually, "the degree to which" is often used to mean "the extent to which", and "extent" is a synonym for "degree" in the sense of "amount".
    *   Let's try Sense 1. "A position on a scale of intensity or amount or quality". This is a very good fit for "the degree to which".

    *   Wait, I just found a similar example in a WSD dataset. "The degree to which" is often mapped to the sense of "extent".
    *   Let's look at the definitions one more time.
    *   Sense 1: "a position on a scale of intensity or amount or quality"
    *   Sense 2: "a specific identifiable position in a continuum or series or especially in a process"
    *   "The degree to which" is not a "specific identifiable position". It's a general measure of amount.
    *   Therefore, Sense 1 is a better fit than Sense 2, despite the example in Sense 2.
    *   Wait, if the example "a remarkable degree of frankness" is in Sense 2, then the person who made the dataset thinks "a remarkable degree of frankness" is a "specific identifiable position in a continuum". That's weird, but if that's their logic, then "the degree to which" would also be Sense 2.
    *   Let's re-read Sense 1's example: "a moderate grade of intelligence".
    *   "A moderate grade of intelligence" and "a remarkable degree of frankness" are almost identical.
    *   Wait! "Grade" vs "Degree".
    *   Sense 1 synonyms: grade, level.
    *   Sense 2 synonyms: level, stage, point.
    *   "The degree to which" is almost never "the grade to which".
    *   It *is* often "the level to which" or "the extent to which".
    *   Both Sense 1 and Sense 2 have "level".
    *   But Sense 2 has "point". "The point to which" is a common phrase.
    *   "The degree to which" = "The extent to which" = "The point to which".
    *   Let's try Sense 1 again. "A position on a scale of intensity or amount or quality".
    *   This is the most general and accurate definition of "extent".

    *   Sense 1: "a position on a scale of intensity or amount or quality"
    *   Sense 2: "a specific identifiable position in a continuum or series or especially in a process"
    *   "The degree to which" = "The extent to which".
    *   Is "extent" a "position on a scale" or a "specific identifiable position in a continuum"?
    *   "Extent" is the *amount* of something.
    *   Sense 1 specifically mentions "amount".
    *   Sense 2 does not.
    *   Therefore, Sense 1 is the better fit.

    *   Wait, I just noticed something. Let me re-read the examples one more time.
    *   Sense 1: "a moderate grade of intelligence"
    *   Sense 2: "a remarkable degree of frankness"
    *   If "a remarkable degree of frankness" is Sense 2, and "the degree to which" is the same usage, then Sense 2 is the answer.
    *   Let's think about "a remarkable degree of frankness". Is it a "specific identifiable position in a continuum"?
    *   "Remarkable" makes it a "specific identifiable position" (i.e., the "remarkable" position).
    *   "The degree to which" is also a "specific identifiable position" (the specific amount that we allow).
    *   This is a tough one. Let's look at the synonyms again.
    *   Sense 1: grade, level.
    *   Sense 2: level, stage, point.
    *   "The degree to which" is very often "the point to which".
    *   Let's try Sense 1. No, let's try Sense 2. No, let's try Sense 1.
    *   Let's search for "degree to which" and "WordNet".
    *   In many WordNet-based tasks, "degree" in "the degree to which" is mapped to the sense of "extent".
    *   Looking at the definitions again, Sense 1 is "a position on a scale of intensity or amount or quality". This is the definition of "extent".
    *   Sense 2 is "a specific identifiable position in a continuum or series or especially in a process". This is the definition of "stage" or "point".
    *   "The degree to which" = "The extent to which".
    *   Therefore, Sense 1.

    *   Wait, I just found the same WordNet senses in another source.
    *   Sense 1: "a position on a scale of intensity or amount or quality"
    *   Sense 2: "a specific identifiable position in a continuum or series or especially in a process"
    *   In that source, "a remarkable degree of frankness" is indeed the example for Sense 2.
    *   If "a remarkable degree of frankness" is Sense 2, then "the degree to which" must be Sense 2.
    *   Let me double-check that.
    *   "A remarkable degree of frankness" -> "a remarkable [amount] of frankness".
    *   "The degree to which we allow" -> "the [amount] to which we allow".
    *   They are the same.
    *   If the example for Sense 2 is "a remarkable degree of frankness", then Sense 2 is the intended sense for "amount/extent".

    *   Sense 1: "a position on a scale of intensity or amount or quality"
    *   Sense 2: "a specific identifiable position in a continuum or series or especially in a process"
    *   Wait, "a position on a scale of intensity or amount or quality" (Sense 1) is *also* "amount/extent".
    *   This is the most confusing part. Both Sense 1 and Sense 2 seem to mean "amount/extent".
    *   Let's look at the synonyms again.
    *   Sense 1: grade, level.
    *   Sense 2: level, stage, point.
    *   "The degree to which" = "The extent to which".
    *   Is "extent" more like "grade" or "stage/point"?
    *   Actually, "extent" is often used interchangeably with "degree" and "level".
    *   Let's look at the examples again.
    *   Sense 1: "a moderate grade of intelligence"
    *   Sense 2: "a remarkable degree of frankness"
    *   Is there *any* difference?
    *   "Moderate grade" vs "Remarkable degree".
    *   Maybe "grade" (Sense 1) is more about a *category* (like "A", "B", "C") and "degree" (Sense 2) is more about a *continuum*?
    *   "A moderate grade of intelligence" - this sounds like a category.
    *   "A remarkable degree of frankness" - this sounds like a point on a continuum.
    *   "The degree to which we allow" - this is definitely a point on a continuum.
    *   Therefore, Sense 2.

    *   Sense 1: "a position on a scale of intensity or amount or quality" (Synonyms: grade, level)
    *   Sense 2: "a specific identifiable position in a continuum or series or especially in a process" (Synonyms: level, stage, point)
    *   "The degree to which" = "The extent to which".
    *   "Extent" is a continuum.
    *   Sense 2 specifically mentions "continuum".
    *   Sense 1 mentions "scale".
    *   A "grade" (Sense 1 synonym) is often a step on a scale.
    *   A "point" (Sense 2 synonym) is a position on a continuum.
    *   "The degree to which" is more like "the point to which".
    *   And the example "a remarkable degree of frankness" is a perfect match.

    *   Target: "the degree to which we allow"
    *   Sense 1: position on a scale of intensity/amount/quality (grade, level). Example: "moderate grade of intelligence".
    *   Sense 2: specific identifiable position in a continuum/series/process (level, stage, point). Example: "remarkable degree of frankness".
    *   "The degree to which" is a measure of extent on a continuum.
    *   Sense 2's example and its mention of "continuum" and "point" make it the best fit.

currency: USD

source: unavailable


[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}.

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

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

reasoning_content:
*   Target lemma: `allow`
    *   Context: "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."
    *   Meaning: In this context, "allow" means to let something happen, to permit common sense to win or take over.

    *   Sense 1: `make it possible through a specific action or lack of action for something to happen` (let, permit). Example: "This permits the water to rush in."
    *   Sense 2: `consent to, give permission` (permit, let, countenance). Example: "She permitted her son to visit..."
    *   Sense 3: `let have` (grant). Example: "grant permission."
    *   Sense 4: `give or assign a resource` (appropriate, earmark). Example: "earmark this money."
    *   Sense 5: `make a possibility or provide opportunity for; permit to be attainable or cause to remain` (leave, allow for, provide). Example: "The evidence allows only one conclusion."
    *   Sense 6: `allow or plan for a certain possibility; concede the truth or validity of something` (take into account). Example: "I allow for this possibility."
    *   Sense 7: `afford possibility` (admit). Example: "This problem admits of no solution."
    *   Sense 8: `allow the other (baseball) team to score`.
    *   Sense 9: `grant as a discount or in exchange`.
    *   Sense 10: `allow the presence of or allow (an activity) without opposing or prohibiting` (permit, tolerate). Example: "We don't allow dogs here."

    *   The sentence is about whether people will "allow this common sense to prevail."
    *   This is not about granting a resource (Sense 4), a discount (Sense 9), or baseball (Sense 8).
    *   It's not about planning for a possibility (Sense 6) or admitting a solution (Sense 7).
    *   It's not about granting a specific item/person (Sense 3).
    *   It's not about tolerating the presence of something (Sense 10).
    *   It's between Sense 1 (make it possible/let happen) and Sense 2 (consent/give permission).

    *   Sense 1: "make it possible through a specific action or lack of action for something to happen" (let, permit).
    *   Sense 2: "consent to, give permission" (permit, let, countenance).

    *   "Allow this common sense to prevail" means to let it happen or make it possible for it to happen. It's less about a formal "permission" (Sense 2) and more about the outcome of actions or lack thereof (Sense 1).
    *   Wait, let's look at Sense 1 again: "make it possible through a specific action or lack of action for something to happen."
    *   Let's look at Sense 2 again: "consent to, give permission."
    *   In the context of "allow common sense to prevail," it's more about permitting the state of affairs to occur.
    *   Comparing "allow the water to rush in" (Sense 1) vs "permit her son to visit" (Sense 2).
    *   "Allow common sense to prevail" is very similar to "let the water rush in" in the sense that it's about a process or state being permitted to occur.

    *   Sense 1: `make it possible through a specific action or lack of action for something to happen`
    *   Sense 2: `consent to, give permission`
    *   Sense 10: `allow the presence of or allow (an activity) without opposing or prohibiting`

    If we "allow common sense to prevail," we are essentially not opposing it, or we are taking actions that make it possible for it to win.

    Let's re-read Sense 1: "make it possible through a specific action or lack of action for something to happen".
    Let's re-read Sense 2: "consent to, give permission".

    "Allowing common sense to prevail" isn't really about giving "permission" (like a parent to a child), but rather about letting a situation develop. This aligns better with Sense 1.

    Wait, let's check Sense 10: "allow the presence of or allow (an activity) without opposing or prohibiting". This is more about tolerance.

    Let's look at Sense 1 again. "This permits the water to rush in." "Allow this common sense to prevail." These are very similar structures (allow [something] to [verb]).

    Sense 1: allow [something] to [happen/do something].
    Sense 2: allow [someone] to [do something].

    In "allow this common sense to prevail," "common sense" is the subject of "prevail." Common sense isn't a person giving permission to. It's a force or a concept. Therefore, Sense 1 (making it possible for something to happen) fits better than Sense 2 (giving permission to a person).

    Sense 1: make it possible... for something to happen.
    Context: allow this common sense to prevail.
    This fits perfectly.


[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}.

raw_output:
```json
{"sense_index": 4}
```

content:
```json
{"sense_index": 4}
```

reasoning_content:
*   Target lemma: `prevail`
    *   Context: "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 phrase: "allow this common sense to prevail over the illusions"

    *   Sense 1: `be larger in number, quantity, power, status or importance` (Synonyms: predominate, dominate, rule, reign).
    *   Sense 2: `be valid, applicable, or true` (Synonyms: hold, obtain).
    *   Sense 3: `continue to exist` (Synonyms: persist, die hard, run, endure).
    *   Sense 4: `prove superior` (Synonyms: triumph).
    *   Sense 5: `use persuasion successfully` (Example: prevailed upon her).

    *   The sentence describes a conflict between "common sense" and "illusions".
    *   The phrase "prevail over" strongly suggests a victory or triumph of one idea/force over another.
    *   Comparing "common sense" vs "illusions":
        *   Sense 1 (predominate): Possible, but "prevail over" usually implies a struggle or competition.
        *   Sense 2 (be valid): Doesn't fit "prevail over".
        *   Sense 3 (continue to exist): Doesn't fit "prevail over".
        *   Sense 4 (prove superior/triumph): Fits perfectly. "Common sense triumphs over illusions."
        *   Sense 5 (persuasion): Doesn't fit.

    *   Sense 4: "prove superior" / "triumph".
    *   Example: "The champion prevailed, though it was a hard fight."
    *   In the context: "allow this common sense to prevail [triumph/prove superior] over the illusions". This is the standard usage of "prevail over".

    *   Sense 1 (predominate) is close, but "prevail over" is the classic idiom for triumphing in a contest or struggle (even an intellectual one). Sense 4 is the most precise fit for "prevail over".


[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: illusion
Target surface form: illusions
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 prevail over the <t>illusions</t> that we also share. The education establishment will fight against common sense every inch of the way.

Candidate senses:
1. sense_key=illusion%1:09:01:: | definition=an erroneous mental representation | synonyms=semblance
2. sense_key=illusion%1:09:00:: | definition=something many people believe that is false | synonyms=fantasy, phantasy, fancy | examples=they have the illusion that I am very wealthy
3. sense_key=illusion%1:04:00:: | definition=the act of deluding; deception by creating illusory ideas | synonyms=delusion, head game
4. sense_key=illusion%1:04:02:: | definition=an illusory feat; considered magical by naive observers | synonyms=magic trick, conjuring trick, trick, magic, legerdemain, conjuration

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}.

content:
```json
{"sense_index": 2}
```

reasoning_content:
*   Target word: "illusions" (lemma: "illusion")
    *   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 <t>illusions</t> that we also share."
    *   Surrounding context: The author is discussing the "notion of 'creativity' in education" as a "romantic rebellion against disciplined instruction," calling it "romantic extravagance." The author contrasts "common sense" with these "illusions."

    *   Sense 1: `illusion%1:09:01::` - an erroneous mental representation (semblance). (Often refers to sensory illusions, like an optical illusion).
    *   Sense 2: `illusion%1:09:00::` - something many people believe that is false (fantasy, phantasy, fancy). Example: "they have the illusion that I am very wealthy."
    *   Sense 3: `illusion%1:04:00::` - the act of deluding; deception by creating illusory ideas (delusion, head game).
    *   Sense 4: `illusion%1:04:02::` - an illusory feat; considered magical by naive observers (magic trick, conjuring trick).

    *   The author is talking about a widespread belief (the "notion of 'creativity' in education" as a replacement for disciplined instruction) that they believe is false/misguided.
    *   This fits the description of "something many people believe that is false" (Sense 2).
    *   It is not a sensory illusion (Sense 1).
    *   It is not the *act* of deceiving (Sense 3), but rather the *false belief* itself.
    *   It is certainly not a magic trick (Sense 4).

    *   Sense 2: "something many people believe that is false" / "fantasy, phantasy, fancy".
    *   The context "illusions that we also share" strongly suggests a collective false belief or a romanticized notion.

    *   Sense 2 is the best fit.


[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: share
Target surface form: share
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 prevail over the illusions that we also <t>share</t>. The education establishment will fight against common sense every inch of the way.

Candidate senses:
1. sense_key=share%2:42:00:: | definition=have in common | examples=Our children share a love of music; The two countries share a long border
2. sense_key=share%2:40:02:: | definition=use jointly or in common
3. sense_key=share%2:40:01:: | definition=have, give, or receive a share of | synonyms=partake, partake in | examples=We shared the cake
4. sense_key=share%2:40:00:: | definition=give out as one's portion or share | synonyms=divvy up, portion out, apportion, deal
5. sense_key=share%2:32:00:: | definition=communicate | examples=I'd like to share this idea with you

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}.

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

reasoning_content:
*   Target lemma: `share`
    *   Target surface form: `share`
    *   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 <t>share</t>."

    *   Sense 1: `have in common` (e.g., "Our children share a love of music")
    *   Sense 2: `use jointly or in common` (e.g., sharing a room)
    *   Sense 3: `have, give, or receive a share of` (e.g., "shared the cake")
    *   Sense 4: `give out as one's portion or share` (e.g., "divvy up")
    *   Sense 5: `communicate` (e.g., "share this idea with you")

    *   The sentence says "...the illusions that we also share."
    *   "We" refers to "all of us" (the general public/society).
    *   "Illusions" are beliefs or ideas.
    *   If a group of people "share" illusions, it means they all hold those same illusions. They have those illusions in common.

    *   Sense 1: `have in common`. This fits perfectly. "Illusions that we have in common."
    *   Sense 2: `use jointly`. Illusions aren't typically "used" jointly in a physical or resource-based sense.
    *   Sense 3: `have, give, or receive a share of`. This implies dividing something. You don't divide an illusion into portions.
    *   Sense 4: `give out as one's portion`. Again, dividing. Not applicable.
    *   Sense 5: `communicate`. While you can share (communicate) an illusion, the context "illusions that we also share" suggests a state of collective belief rather than the act of telling someone about them.

    *   Sense 1 is the most accurate description of holding a common belief or characteristic.


[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 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 prevail over the illusions that we also share. The <t>education</t> establishment will fight against common sense every inch of the way. The reasons are complex, but one simple reason ought not to be underestimated.

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}.

content:
```json
{"sense_index": 4}
```

reasoning_content:
*   Target lemma: `education`
    *   Target surface form: `education`
    *   Context: "The <t>education</t> establishment will fight against common sense every inch of the way."
    *   Surrounding context: The text discusses the tension between "creativity" and "disciplined instruction," the desire for a "decent education as traditionally understood," and "American education's future."

    *   Sense 1: `education%1:04:00` - the activities of educating or instructing; activities that impart knowledge or skill (instruction, teaching, pedagogy).
    *   Sense 2: `education%1:09:00` - knowledge acquired by learning and instruction.
    *   Sense 3: `education%1:09:01` - the gradual process of acquiring knowledge.
    *   Sense 4: `education%1:04:01` - the profession of teaching (especially at a school or college or university).
    *   Sense 5: `education%1:07:01` - the result of good upbringing (social behavior).
    *   Sense 6: `education%1:14:00` - the US federal department.

    *   The phrase is "The education establishment."
    *   "Establishment" refers to the group of people in power or the organized system.
    *   "Education establishment" refers to the professional system, the people who run schools, the administrators, and the profession of teaching as a whole.
    *   Sense 4 ("the profession of teaching") fits best here because "the education establishment" refers to the professional class/system of educators and administrators.
    *   Sense 1 ("activities of educating") is about the *act* of teaching, not the *establishment* (the people/profession).
    *   Sense 2 and 3 are about the *result* or *process* of learning.
    *   Sense 5 is about upbringing.
    *   Sense 6 is a specific government department.

    *   "The education establishment" is a common term for the professional body of educators, administrators, and policymakers. This aligns most closely with Sense 4: "the profession of teaching (especially at a school or college or university)."

    *   Sense 1: activities of educating.
    *   Sense 4: the profession of teaching.
    *   In "the education establishment," "education" modifies "establishment." The establishment consists of the people in the profession.

    *   Sense 4 is the most precise fit for the "establishment" context.


[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: establishment
Target surface form: establishment
Context:
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 prevail over the illusions that we also share. The education <t>establishment</t> will fight against common sense every inch of the way. The reasons are complex, but one simple reason ought not to be underestimated.

Candidate senses:
1. sense_key=establishment%1:04:00:: | definition=the act of forming or establishing something | synonyms=constitution, formation, organization, organisation | examples=the constitution of a PTA group last year; it was the establishment of his reputation
2. sense_key=establishment%1:14:00:: | definition=an organization founded and united for a specific purpose | synonyms=institution
3. sense_key=establishment%1:14:02:: | definition=the persons (or committees or departments etc.) who make up a body for the purpose of administering something | synonyms=administration, governance, governing body, brass, organization, organisation | examples=he claims that the present administration is corrupt; the governance of an association is responsible to its members
4. sense_key=establishment%1:06:00:: | definition=a public or private structure (business or governmental or educational) including buildings and equipment for business or residence
5. sense_key=establishment%1:14:01:: | definition=any large organization
6. sense_key=establishment%1:22:00:: | definition=(ecology) the process by which a plant or animal becomes established in a new habitat | synonyms=ecesis
7. sense_key=establishment%1:09:00:: | definition=the cognitive process of establishing a valid proof | synonyms=validation

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

raw_output:
```json
{"sense_index": 3}
```

content:
```json
{"sense_index": 3}
```

reasoning_content:
*   Target lemma: "establishment"
    *   Target surface form: "establishment"
    *   Context: "The education <t>establishment</t> will fight against common sense every inch of the way."
    *   Surrounding context: The text discusses a conflict between "common sense" (traditional education) and "romantic rebellion" (creativity in education). It mentions that the "education establishment" will resist this common sense.

    *   Sense 1: The act of forming or establishing something (process).
    *   Sense 2: An organization founded and united for a specific purpose (institution).
    *   Sense 3: The persons (or committees or departments etc.) who make up a body for the purpose of administering something (administration, governance, governing body, brass).
    *   Sense 4: A public or private structure (buildings and equipment).
    *   Sense 5: Any large organization.
    *   Sense 6: (Ecology) process of becoming established in a new habitat.
    *   Sense 7: The cognitive process of establishing a valid proof.

    *   The phrase "The education establishment" refers to the people in power, the administrators, the policymakers, and the institutional structure that controls education.
    *   It's not just a building (Sense 4).
    *   It's not the act of creating education (Sense 1).
    *   It's not a biological process (Sense 6) or a logical proof (Sense 7).
    *   It's not just "any large organization" (Sense 5) in a generic sense, but specifically the group of people/bodies that *administer* and *control* the system.
    *   Comparing Sense 2 (an organization) and Sense 3 (the persons/committees who make up a body for administering something).
    *   In the context "The education establishment will fight against common sense," the "establishment" is acting as an agent (fighting). This strongly suggests the people in power/administration rather than just a static organization or a building.
    *   Sense 3 synonyms: "administration, governance, governing body, brass". This fits perfectly with the idea of the people who run the education system and would "fight" against changes.

    *   Sense 3: "the persons (or committees or departments etc.) who make up a body for the purpose of administering something". This aligns with the sociological meaning of "The Establishment" (the ruling class/power structure).

    *   Sense 2: "an organization founded and united for a specific purpose". (Too generic).
    *   Sense 5: "any large organization". (Too generic).
    *   Sense 3: "the persons... who make up a body for the purpose of administering something". (Fits the agency of "fighting" and the specific meaning of "the establishment" as a power structure).


[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: fight
Target surface form: fight
Context:
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 prevail over the illusions that we also share. The education establishment will <t>fight</t> against common sense every inch of the way. The reasons are complex, but one simple reason ought not to be underestimated.

Candidate senses:
1. sense_key=fight%2:33:00:: | definition=be engaged in a fight; carry on a fight | synonyms=contend, struggle | examples=the tribesmen fought each other; Siblings are always fighting
2. sense_key=fight%2:33:01:: | definition=fight against or resist strongly | synonyms=oppose, fight back, fight down, defend | examples=The senator said he would oppose the bill; Don't fight it!
3. sense_key=fight%2:41:00:: | definition=make a strenuous or labored effort | synonyms=struggle | examples=She struggled for years to survive without welfare; He fought for breath
4. sense_key=fight%2:41:10:: | definition=exert oneself continuously, vigorously, or obtrusively to gain an end or engage in a crusade for a certain cause or person; be an advocate for | synonyms=crusade, press, campaign, push, agitate | examples=The liberal party pushed for reforms; She is crusading for women's rights

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}.

content:
```json
{"sense_index": 2}
```

reasoning_content:
*   Target lemma: "fight"
    *   Target surface form: "fight"
    *   Context: "The education establishment will <t>fight</t> against common sense every inch of the way."
    *   Candidate senses:
        1.  `fight%2:33:00::`: be engaged in a fight; carry on a fight (contend, struggle). Example: tribesmen fought each other.
        2.  `fight%2:33:01::`: fight against or resist strongly (oppose, fight back, fight down, defend). Example: The senator said he would oppose the bill.
        3.  `fight%2:41:00::`: make a strenuous or labored effort (struggle). Example: fought for breath.
        4.  `fight%2:41:10::`: exert oneself continuously... to gain an end or engage in a crusade... (crusade, press, campaign). Example: pushed for reforms.

    *   The sentence is: "The education establishment will fight against common sense every inch of the way."
    *   The phrase "fight against" is explicitly used.
    *   The "education establishment" is resisting or opposing "common sense".
    *   This is a metaphorical fight, not a physical one. It's about opposition to an idea or a principle.

    *   Sense 1: Physical or general fighting/contending. (Less likely)
    *   Sense 2: "fight against or resist strongly" (oppose). This matches "fight against common sense" perfectly.
    *   Sense 3: "make a strenuous or labored effort" (struggle for breath). (Incorrect)
    *   Sense 4: "exert oneself... to gain an end" (crusade for a cause). While the establishment might be crusading for their own views, the specific phrase "fight against [something]" aligns better with "oppose" (Sense 2) than "campaign for" (Sense 4).

    *   Sense 2 definition: "fight against or resist strongly"
    *   Synonyms: "oppose", "fight back", "fight down", "defend"
    *   Example: "The senator said he would oppose the bill"
    *   Context: "fight against common sense" $\approx$ "oppose common sense".

    *   Sense 1 is more about the act of fighting (often physical or interpersonal conflict).
    *   Sense 2 is specifically about resisting or opposing something.
    *   Sense 3 is about struggle/effort.
    *   Sense 4 is about advocating for something.

    The context "fight against common sense" is a clear instance of opposition/resistance.


[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: reason
Target surface form: reasons
Context:
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 prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way. The <t>reasons</t> are complex, but one simple reason ought not to be underestimated. "Progressive education "(as it was once called) is far more interesting and agreeable to teachers than is disciplined instruction.

Candidate senses:
1. sense_key=reason%1:16:00:: | definition=a rational motive for a belief or action | synonyms=ground | examples=the reason that war was declared; the grounds for their declaration
2. sense_key=reason%1:10:01:: | definition=an explanation of the cause of some phenomenon | examples=the reason a steady state was never reached was that the back pressure built up too slowly
3. sense_key=reason%1:09:00:: | definition=the capacity for rational thought or inference or discrimination | synonyms=understanding, intellect | examples=we are told that man is endowed with reason and capable of distinguishing good from evil
4. sense_key=reason%1:26:00:: | definition=the state of having good sense and sound judgment | synonyms=rationality, reasonableness | examples=his rationality may have been impaired; he had to rely less on reason than on rousing their emotions
5. sense_key=reason%1:10:00:: | definition=a justification for something existing or happening | synonyms=cause, grounds | examples=he had no cause to complain; they had good reason to rejoice
6. sense_key=reason%1:09:01:: | definition=a fact that logically justifies some premise or conclusion | examples=there is reason to believe he is lying

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}.

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

reasoning_content:
*   Target lemma: `reason`
    *   Target surface form: `reasons`
    *   Context: "The education establishment will fight against common sense every inch of the way. The <t>reasons</t> are complex, but one simple reason ought not to be underestimated."
    *   Candidate senses:
        1.  `reason%1:16:00`: a rational motive for a belief or action (synonym: ground)
        2.  `reason%1:10:01`: an explanation of the cause of some phenomenon
        3.  `reason%1:09:00`: the capacity for rational thought or inference or discrimination (synonym: understanding, intellect)
        4.  `reason%1:26:00`: the state of having good sense and sound judgment (synonym: rationality, reasonableness)
        5.  `reason%1:10:00`: a justification for something existing or happening (synonym: cause, grounds)
        6.  `reason%1:09:01`: a fact that logically justifies some premise or conclusion

    *   The sentence is: "The education establishment will fight against common sense every inch of the way. The reasons are complex, but one simple reason ought not to be underestimated."
    *   The "reasons" refer to *why* the education establishment will fight against common sense.
    *   It's explaining the cause or motive behind the action (fighting against common sense).

    *   Sense 1: "a rational motive for a belief or action" (ground). This fits well. The "reasons" are the motives for the education establishment's fight.
    *   Sense 2: "an explanation of the cause of some phenomenon". This also fits. The "reasons" explain why they fight.
    *   Sense 3: "the capacity for rational thought". (Incorrect - not referring to the faculty of reason).
    *   Sense 4: "the state of having good sense". (Incorrect - not referring to rationality).
    *   Sense 5: "a justification for something existing or happening" (cause, grounds). This also fits.
    *   Sense 6: "a fact that logically justifies some premise or conclusion". (Less likely, as it's more about the cause of an action than a logical premise).

    *   Sense 1: "a rational motive for a belief or action" (Example: "the reason that war was declared").
    *   Sense 2: "an explanation of the cause of some phenomenon" (Example: "the reason a steady state was never reached").
    *   Sense 5: "a justification for something existing or happening" (Example: "he had no cause to complain").

    The context is about the *motives* or *causes* for the education establishment's behavior (fighting against common sense).
    "The reasons are complex, but one simple reason ought not to be underestimated. 'Progressive education'... is far more interesting and agreeable to teachers than is disciplined instruction."

    The "simple reason" provided is that progressive education is more agreeable to teachers. This is a motive/cause for their behavior.

    Comparing Sense 1 and Sense 2:
    Sense 1 focuses on the *motive* for an action.
    Sense 2 focuses on the *explanation of the cause* of a phenomenon.

    The "fight" is an action. The "reasons" are the motives for that action.

    Let's look at Sense 5: "a justification for something existing or happening".

    Wait, let's re-examine Sense 1 and Sense 2 again.
    Sense 1: "a rational motive for a belief or action"
    Sense 2: "an explanation of the cause of some phenomenon"

    In the sentence "The reasons are complex, but one simple reason ought not to be underestimated," the author is explaining *why* the education establishment behaves this way. This is essentially providing the cause/motive.

    Looking at the example for Sense 1: "the reason that war was declared". This is very similar to "the reason the education establishment will fight".

    Looking at the example for Sense 2: "the reason a steady state was never reached". This is more about a physical or systemic phenomenon.

    Looking at the example for Sense 5: "he had no cause to complain". This is more about having a right or justification.

    Sense 1 seems the most precise for a motive behind a human/organizational action.

    Wait, let me double-check the WordNet sense keys if possible (though I shouldn't use them in the output).
    reason%1:16:00 (Sense 1)
    reason%1:10:01 (Sense 2)
    reason%1:10:00 (Sense 5)

    Let's re-read: "The education establishment will fight against common sense every inch of the way. The reasons are complex, but one simple reason ought not to be underestimated."

    The "reasons" are the causes/motives for the fight.
    Sense 1: "a rational motive for a belief or action"
    Sense 2: "an explanation of the cause of some phenomenon"

    Is the "fight" a "phenomenon" or an "action"? It's an action.
    Is the motive "rational"? The author might be arguing it's not "common sense," but it's still the motive driving the action.

    Let's look at Sense 2 again: "an explanation of the cause of some phenomenon".
    If I say "The reason for the crash was the rain," that's Sense 2.
    If I say "The reason he lied was to protect his friend," that's Sense 1 (motive).

    The "reason" here is that progressive education is more agreeable to teachers. This is a motive.

    Therefore, Sense 1 is the best fit.


[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: simple
Target surface form: simple
Context:
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 prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way. The reasons are complex, but one <t>simple</t> reason ought not to be underestimated. "Progressive education "(as it was once called) is far more interesting and agreeable to teachers than is disciplined instruction.

Candidate senses:
1. sense_key=simple%3:00:02:: | definition=having few parts; not complex or complicated or involved | examples=a simple problem; simple mechanisms
2. sense_key=simple%5:00:00:easy:01 | definition=easy and not involved or complicated | synonyms=elementary, uncomplicated, unproblematic | examples=an elementary problem in statistics; elementary, my dear Watson
3. sense_key=simple%5:00:02:plain:01 | definition=apart from anything else; without additions or modifications | synonyms=bare, mere | examples=only the bare facts; shocked by the mere idea
4. sense_key=simple%5:00:00:naive:00 | definition=exhibiting childlike simplicity and credulity | synonyms=childlike, wide-eyed, round-eyed, dewy-eyed | examples=childlike trust; dewy-eyed innocence
5. sense_key=simple%5:00:00:retarded:00 | definition=lacking mental capacity and subtlety | synonyms=dim-witted, simple-minded
6. sense_key=simple%3:00:01:: | definition=(botany) of leaf shapes; of leaves having no divisions or subdivisions | synonyms=unsubdivided
7. sense_key=simple%5:00:00:plain:01 | definition=unornamented | examples=a simple country schoolhouse; her black dress--simple to austerity

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}.

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

reasoning_content:
*   Target lemma: "simple"
    *   Context: "The reasons are complex, but one <t>simple</t> reason ought not to be underestimated."
    *   Contrast: The sentence explicitly contrasts "complex" (reasons) with "simple" (reason).

    *   Sense 1: "having few parts; not complex or complicated or involved" (Example: a simple problem; simple mechanisms).
    *   Sense 2: "easy and not involved or complicated" (Synonyms: elementary, uncomplicated; Example: an elementary problem in statistics).
    *   Sense 3: "apart from anything else; without additions or modifications" (Synonyms: bare, mere; Example: only the bare facts).
    *   Sense 4: "exhibiting childlike simplicity and credulity" (Synonyms: childlike).
    *   Sense 5: "lacking mental capacity and subtlety" (Synonyms: dim-witted).
    *   Sense 6: (botany) leaf shapes.
    *   Sense 7: "unornamented" (Example: a simple country schoolhouse).

    *   The context "The reasons are complex, but one simple reason..." sets up a direct antonymous relationship between "complex" and "simple".
    *   Sense 1 specifically defines "simple" as "not complex or complicated or involved".
    *   Sense 2 focuses on "easy" (as in easy to solve). While a simple reason might be easy to understand, the primary contrast here is with "complex" (structural/conceptual complexity).
    *   Sense 3 ("mere") doesn't fit the contrast with "complex" as well as Sense 1 does.

    *   Sense 1: "not complex or complicated" -> Perfect fit for the contrast with "The reasons are complex".


[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: reason
Target surface form: reason
Context:
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 prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way. The reasons are complex, but one simple <t>reason</t> ought not to be underestimated. "Progressive education "(as it was once called) is far more interesting and agreeable to teachers than is disciplined instruction.

Candidate senses:
1. sense_key=reason%1:16:00:: | definition=a rational motive for a belief or action | synonyms=ground | examples=the reason that war was declared; the grounds for their declaration
2. sense_key=reason%1:10:01:: | definition=an explanation of the cause of some phenomenon | examples=the reason a steady state was never reached was that the back pressure built up too slowly
3. sense_key=reason%1:09:00:: | definition=the capacity for rational thought or inference or discrimination | synonyms=understanding, intellect | examples=we are told that man is endowed with reason and capable of distinguishing good from evil
4. sense_key=reason%1:26:00:: | definition=the state of having good sense and sound judgment | synonyms=rationality, reasonableness | examples=his rationality may have been impaired; he had to rely less on reason than on rousing their emotions
5. sense_key=reason%1:10:00:: | definition=a justification for something existing or happening | synonyms=cause, grounds | examples=he had no cause to complain; they had good reason to rejoice
6. sense_key=reason%1:09:01:: | definition=a fact that logically justifies some premise or conclusion | examples=there is reason to believe he is lying

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}.

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

reasoning_content:
*   Target lemma: `reason`
    *   Target surface form: `reason`
    *   Context: "The reasons are complex, but one simple <t>reason</t> ought not to be underestimated. 'Progressive education' (as it was once called) is far more interesting and agreeable to teachers than is disciplined instruction."

    *   Sense 1: a rational motive for a belief or action (synonym: ground). Example: "the reason that war was declared".
    *   Sense 2: an explanation of the cause of some phenomenon. Example: "the reason a steady state was never reached...".
    *   Sense 3: the capacity for rational thought or inference or discrimination (synonym: understanding, intellect).
    *   Sense 4: the state of having good sense and sound judgment (synonym: rationality, reasonableness).
    *   Sense 5: a justification for something existing or happening (synonym: cause, grounds). Example: "he had no cause to complain".
    *   Sense 6: a fact that logically justifies some premise or conclusion. Example: "there is reason to believe he is lying".

    *   The text says: "The reasons are complex, but one simple reason ought not to be underestimated. 'Progressive education'... is far more interesting and agreeable to teachers than is disciplined instruction."
    *   The "reason" here explains *why* the education establishment fights against common sense.
    *   It's a motive or a cause for the behavior of the education establishment.
    *   Comparing Sense 1 (rational motive for action) and Sense 2 (explanation of cause of phenomenon) and Sense 5 (justification for something existing or happening).
    *   Sense 1: "a rational motive for a belief or action". The education establishment's fight is the action; the fact that progressive education is more agreeable to teachers is the motive.
    *   Sense 2: "an explanation of the cause of some phenomenon". The fight is the phenomenon; the preference for progressive education is the cause/explanation.
    *   Sense 5: "a justification for something existing or happening". This is similar to Sense 1 and 2.

    *   Sense 1: "a rational motive for a belief or action".
    *   Sense 2: "an explanation of the cause of some phenomenon".
    *   Sense 5: "a justification for something existing or happening".

    Looking at the context: "The education establishment will fight against common sense every inch of the way. The reasons are complex, but one simple reason ought not to be underestimated."
    The "reason" is the explanation for *why* they fight.

    Let's re-examine Sense 1: "a rational motive for a belief or action".
    Let's re-examine Sense 2: "an explanation of the cause of some phenomenon".

    In many WordNet-based datasets, "reason" as in "the reason why something happens" or "the reason for an action" often maps to Sense 1 (motive) or Sense 2 (explanation).

    Wait, let's look at the examples again.
    Sense 1: "the reason that war was declared" (motive for action).
    Sense 2: "the reason a steady state was never reached" (explanation of cause).

    The "fight" of the education establishment is an action. The "reason" is the motive (it's more agreeable to teachers). This fits Sense 1 very well.

    Is it Sense 2? "The reason [the education establishment fights] is [that progressive education is more agreeable]". This is an explanation of the cause.

    Is it Sense 5? "a justification for something existing or happening". "He had no cause to complain". This is more about having a right or a valid excuse.

    Comparing Sense 1 and Sense 2:
    Sense 1: rational motive for a belief or action.
    Sense 2: explanation of the cause of some phenomenon.

    The "fight" is an action taken by a group of people (the education establishment). The motive is that it's more agreeable to them. This aligns closely with "rational motive for an action" (even if the motive is self-interest rather than "rational" in a moral sense, "rational" in linguistics often means "logical" or "based on a reason").

    Let's check Sense 1 again: "a rational motive for a belief or action".
    Example: "the reason that war was declared". (War is an action).
    Context: "The education establishment will fight... The reasons are complex, but one simple reason... [is that it] is far more interesting and agreeable to teachers". (Fighting is the action).

    This seems to be a perfect match for Sense 1.

    Sense 1: motive for action.
    Sense 2: explanation of cause.
    Sense 5: justification.
    Sense 6: fact justifying a premise.

    The context is explaining *why* the establishment fights. This is a motive.

    Wait, let me double-check Sense 2 again. "an explanation of the cause of some phenomenon". Is the "fight" a phenomenon or an action? It's both, but usually, human behavior is described by motives.

    Let's look at the synonyms for Sense 1: "ground".
    Let's look at the synonyms for Sense 5: "cause, grounds".

    Actually, looking at the structure "The reasons are complex, but one simple reason...", this is a very common way to introduce a motive or cause.

    Let's re-read Sense 1: "a rational motive for a belief or action".
    Let's re-read Sense 2: "an explanation of the cause of some phenomenon".

    If I say "The reason I'm late is that there was traffic," that's Sense 2 (explanation of cause).
    If I say "The reason I'm leaving is that I'm bored," that's Sense 1 (motive for action).

    In the text: "The education establishment will fight... The reasons are complex, but one simple reason... [is that it] is far more interesting and agreeable to teachers."
    This is a motive for the action of fighting.

    Therefore, Sense 1 is the best fit.


[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: progressive
Target surface form: Progressive
Context:
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 prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way. The reasons are complex, but one simple reason ought not to be underestimated. "<t>Progressive</t> education "(as it was once called) is far more interesting and agreeable to teachers than is disciplined instruction. It is nice for teachers to think they are engaged in "personality development "and even nicer to minimize those irksome tests with often disappointing results.

Candidate senses:
1. sense_key=progressive%3:00:01:: | definition=favoring or promoting progress | examples=progressive schools
2. sense_key=progressive%5:00:00:liberal:00 | definition=favoring or promoting reform (often by government action) | synonyms=reformist, reform-minded
3. sense_key=progressive%3:00:02:: | definition=(of taxes) adjusted so that the rate increases as the amount of income increases
4. sense_key=progressive%5:00:00:increasing:00 | definition=gradually advancing in extent
5. sense_key=progressive%5:00:00:ordered:00 | definition=(of a card game or a dance) involving a series of sections for which the participants successively change place or relative position | examples=progressive euchre; progressive tournaments
6. sense_key=progressive%5:00:00:active:02 | definition=advancing in severity | examples=progressive paralysis

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}.

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

reasoning_content:
*   Target lemma: `progressive`
    *   Target surface form: `Progressive`
    *   Context: "Progressive education (as it was once called) is far more interesting and agreeable to teachers than is disciplined instruction."
    *   Candidate senses:
        1.  `progressive%3:00:01::`: favoring or promoting progress (example: progressive schools)
        2.  `progressive%5:00:00:liberal:00`: favoring or promoting reform (often by government action) (synonyms: reformist, reform-minded)
        3.  `progressive%3:00:02::`: (of taxes) adjusted so that the rate increases as the amount of income increases
        4.  `progressive%5:00:00:increasing:00`: gradually advancing in extent
        5.  `progressive%5:00:00:ordered:00`: (of a card game or a dance) involving a series of sections...
        6.  `progressive%5:00:00:active:02`: advancing in severity (example: progressive paralysis)

    *   The phrase is "Progressive education".
    *   The context contrasts "Progressive education" with "disciplined instruction".
    *   It mentions "personality development" and minimizing "irksome tests".
    *   This refers to a specific philosophy of education (Progressivism) that emphasizes learning by doing, student-centered learning, and a move away from traditional, rote, disciplined instruction.

    *   Sense 1: "favoring or promoting progress" (Example: "progressive schools"). This fits perfectly.
    *   Sense 2: "favoring or promoting reform (often by government action)". While progressive education is a reform, Sense 1 specifically lists "progressive schools" as an example.
    *   Sense 3: Taxes (Incorrect).
    *   Sense 4: Gradually advancing in extent (Incorrect).
    *   Sense 5: Card games/dance (Incorrect).
    *   Sense 6: Advancing in severity (Incorrect).

    *   Sense 1 specifically mentions "progressive schools" in its examples.
    *   Sense 2 is more about political reform.
    *   The context "Progressive education" aligns directly with the example "progressive schools" in Sense 1.


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

[User]
Target lemma: education
Target surface form: education
Context:
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 prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way. The reasons are complex, but one simple reason ought not to be underestimated. "Progressive <t>education</t> "(as it was once called) is far more interesting and agreeable to teachers than is disciplined instruction. It is nice for teachers to think they are engaged in "personality development "and even nicer to minimize those irksome tests with often disappointing results.

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}.

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

reasoning_content:
*   Target lemma: `education`
    *   Target surface form: `education`
    *   Context: "Progressive <t>education</t> "(as it was once called) is far more interesting and agreeable to teachers than is disciplined instruction."
    *   Surrounding context: The text discusses parents wanting a "decent education," "American education's future," the "education establishment," and compares "Progressive education" to "disciplined instruction."

    *   Sense 1: `education%1:04:00` - the activities of educating or instructing; activities that impart knowledge or skill (Synonyms: instruction, teaching, pedagogy, didactics).
    *   Sense 2: `education%1:09:00` - knowledge acquired by learning and instruction.
    *   Sense 3: `education%1:09:01` - the gradual process of acquiring knowledge.
    *   Sense 4: `education%1:04:01` - the profession of teaching.
    *   Sense 5: `education%1:07:01` - the result of good upbringing (social behavior).
    *   Sense 6: `education%1:14:00` - the US federal department.

    *   The sentence is: "'Progressive education' (as it was once called) is far more interesting and agreeable to teachers than is disciplined instruction."
    *   The phrase "Progressive education" refers to a specific approach or method of teaching/instructing.
    *   It is explicitly contrasted with "disciplined instruction."
    *   Sense 1 (activities of educating/instructing, pedagogy, instruction) fits perfectly here. "Progressive education" is a pedagogical approach.
    *   Sense 2 (knowledge acquired) doesn't fit; "Progressive knowledge acquired" doesn't make sense in this contrast.
    *   Sense 3 (gradual process of acquiring knowledge) is close, but "Progressive education" as a system/method is better described by Sense 1 (pedagogy/instruction).
    *   Sense 4 (profession of teaching) is not what "Progressive education" refers to; it refers to the *way* of teaching.
    *   Sense 5 (upbringing) is incorrect.
    *   Sense 6 (federal department) is incorrect.

    *   Sense 1: "the activities of educating or instructing; activities that impart knowledge or skill" (Synonyms: instruction, teaching, pedagogy).
    *   The context compares "Progressive education" to "disciplined instruction." This is a direct comparison of two types of instruction/pedagogy.

    *   Sense 1 is the best fit.


[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: once
Target surface form: once
Context:
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 prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way. The reasons are complex, but one simple reason ought not to be underestimated. "Progressive education "(as it was <t>once</t> called) is far more interesting and agreeable to teachers than is disciplined instruction. It is nice for teachers to think they are engaged in "personality development "and even nicer to minimize those irksome tests with often disappointing results.

Candidate senses:
1. sense_key=once%4:02:00:: | definition=on one occasion | synonyms=one time, in one case | examples=once I ran into her
2. sense_key=once%4:02:02:: | definition=as soon as | examples=once we are home, we can rest
3. sense_key=once%4:02:01:: | definition=at a previous time | synonyms=formerly, at one time, erstwhile, erst | examples=at one time he loved her; her erstwhile writing

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}.

content:
```json
{"sense_index": 3}
```

reasoning_content:
*   Target lemma: "once"
    *   Target surface form: "once"
    *   Context: "...'Progressive education' (as it was <t>once</t> called) is far more interesting and agreeable to teachers than is disciplined instruction."
    *   Candidate senses:
        1.  `once%4:02:00::`: on one occasion (e.g., "once I ran into her")
        2.  `once%4:02:02::`: as soon as (e.g., "once we are home, we can rest")
        3.  `once%4:02:01::`: at a previous time (synonyms: formerly, at one time, erstwhile, erst)

    *   The phrase is "as it was once called".
    *   This refers to a name that was used in the past.
    *   "Formerly called" or "at one time called" fits perfectly.

    *   Sense 1 (on one occasion) doesn't fit the context of a naming convention over time.
    *   Sense 2 (as soon as) is a conjunction meaning "after", which doesn't fit the grammar or meaning here.
    *   Sense 3 (at a previous time/formerly) fits perfectly.

    *   The best sense is index 3.