[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: same
Target surface form: same
Context:
No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these <t>same</t> 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.

Candidate senses:
1. sense_key=same%3:00:02:: | definition=same in identity | examples=the same man I saw yesterday; never wore the same dress twice
2. sense_key=same%3:00:00:: | definition=closely similar or comparable in kind or quality or quantity or degree | examples=curtains the same color as the walls; two girls of the same age
3. sense_key=same%3:00:04:: | definition=equal in amount or value | synonyms=like | examples=like amounts; equivalent amounts
4. sense_key=same%5:00:00:unchanged:00 | definition=unchanged in character or nature | examples=the village stayed the same; his attitude is the same as ever

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: "same"
    *   Target surface form: "same"
    *   Context: "It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these <t>same</t> parents do want their children to get a decent education as traditionally understood..."
    *   Candidate senses:
        1.  `same%3:00:02::`: same in identity (e.g., the same man I saw yesterday).
        2.  `same%3:00:00::`: closely similar or comparable in kind or quality or quantity or degree (e.g., curtains the same color as the walls).
        3.  `same%3:00:04::`: equal in amount or value (e.g., like amounts).
        4.  `same%5:00:00:unchanged:00`: unchanged in character or nature (e.g., the village stayed the same).

    *   The sentence says: "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..."
    *   "These same parents" refers back to the parents mentioned in the previous sentence.
    *   It refers to the *identical* group of people (the parents who find the extravagance attractive).

    *   Sense 1: "same in identity" (the same man I saw yesterday). This fits perfectly. It refers to the identical set of individuals.
    *   Sense 2: "closely similar or comparable" (two girls of the same age). This doesn't fit; it's not about similarity, but about identity.
    *   Sense 3: "equal in amount or value" (like amounts). This doesn't fit.
    *   Sense 4: "unchanged in character or nature" (the village stayed the same). This doesn't fit.

    *   The phrase "these same parents" means "the very parents just mentioned." This is a use of "same" to denote identity.


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: parent
Target surface form: parents
Context:
No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same <t>parents</t> 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.

Candidate senses:
1. sense_key=parent%1:18:00:: | definition=a father or mother; one who begets or one who gives birth to or nurtures and raises a child; a relative who plays the role of guardian
2. sense_key=parent%1:03:00:: | definition=an organism (plant or animal) from which younger ones are obtained

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}
```

finish_reason: stop

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

role: assistant

reasoning_content:
*   Target lemma: `parent`
    *   Target surface form: `parents`
    *   Context: A passage discussing education, "creativity," "self-expression," and the role of parents in wanting their children to get a decent education.
    *   Specific sentence: "It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same <t>parents</t> do want their children to get a decent education as traditionally understood..."

    *   Sense 1: `parent%1:18:00::` - "a father or mother; one who begets or one who gives birth to or nurtures and raises a child; a relative who plays the role of guardian"
    *   Sense 2: `parent%1:03:00::` - "an organism (plant or animal) from which younger ones are obtained"

    *   The context refers to people who have children and are concerned about their education.
    *   This clearly aligns with the human definition of a parent (father or mother).
    *   Sense 1 is the human/guardian definition.
    *   Sense 2 is the biological/botanical definition (organism).

    *   Sense 1 is the correct 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: want
Target surface form: want
Context:
No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same parents do <t>want</t> 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.

Candidate senses:
1. sense_key=want%2:37:00:: | definition=feel or have a desire for; want strongly | synonyms=desire | examples=I want to go home now; I want my own room
2. sense_key=want%2:34:00:: | definition=have need of | synonyms=need, require | examples=This piano wants the attention of a competent tuner
3. sense_key=want%2:35:00:: | definition=hunt or look for; want for a particular reason | examples=Your former neighbor is wanted by the FBI; Uncle Sam wants you
4. sense_key=want%2:31:01:: | definition=wish or demand the presence of | examples=I want you here at noon!
5. sense_key=want%2:42:01:: | definition=be without, lack; be deficient in | examples=want courtesy; want the strength to go on living

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: "want"
    *   Target surface form: "want"
    *   Context: "Fortunately, these same parents do <t>want</t> their children to get a decent education as traditionally understood..."
    *   Candidate senses:
        1.  feel or have a desire for; want strongly (synonym: desire)
        2.  have need of (synonyms: need, require)
        3.  hunt or look for; want for a particular reason (e.g., wanted by the FBI)
        4.  wish or demand the presence of (e.g., I want you here at noon!)
        5.  be without, lack; be deficient in (e.g., want courtesy)

    *   The sentence is: "Fortunately, these same parents do want their children to get a decent education as traditionally understood..."
    *   Here, "want" is used to express a desire or wish for a certain outcome (their children getting a decent education).

    *   Sense 1: "feel or have a desire for; want strongly" (desire). This fits perfectly. The parents desire that their children receive a decent education.
    *   Sense 2: "have need of" (need, require). While they might "need" it, the context "do want" emphasizes the desire/wish.
    *   Sense 3: "hunt or look for" (wanted by FBI). Not applicable.
    *   Sense 4: "wish or demand the presence of". Not applicable (they aren't demanding the presence of their children, but rather an outcome for them).
    *   Sense 5: "be without, lack". Not applicable.

    *   The usage "want [someone] to [do something]" is a classic expression of desire/wish.
    *   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: child
Target surface form: children
Context:
No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same parents do want their <t>children</t> 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.

Candidate senses:
1. sense_key=child%1:18:00:: | definition=a young person of either sex | synonyms=kid, youngster, minor, shaver, nipper, small fry | examples=she writes books for children; they're just kids
2. sense_key=child%1:18:01:: | definition=a human offspring (son or daughter) of any age | synonyms=kid | examples=they had three children; they were able to send their kids to college
3. sense_key=child%1:18:06:: | definition=an immature childish person | synonyms=baby | examples=he remained a child in practical matters as long as he lived; stop being a baby!
4. sense_key=child%1:18:07:: | definition=a member of a clan or tribe | examples=the children of Israel

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}
```

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

reasoning_content:
*   Target lemma: `child`
    *   Target surface form: `children`
    *   Context: "...Fortunately, these same parents do want their <t>children</t> to get a decent education as traditionally understood..."
    *   Candidate senses:
        1.  `child%1:18:00::`: a young person of either sex (kid, youngster, minor).
        2.  `child%1:18:01::`: a human offspring (son or daughter) of any age.
        3.  `child%1:18:06::`: an immature childish person.
        4.  `child%1:18:07::`: a member of a clan or tribe.

    *   The sentence is: "Fortunately, these same parents do want their children to get a decent education as traditionally understood..."
    *   The word "children" is used in the context of "parents" wanting their offspring to receive an education.
    *   The relationship is specifically between parents and their offspring.

    *   Sense 1: "a young person of either sex". This is a general age-based definition.
    *   Sense 2: "a human offspring (son or daughter) of any age". This is a kinship-based definition.
    *   Sense 3: "an immature childish person". (Not applicable).
    *   Sense 4: "a member of a clan or tribe". (Not applicable).

    *   The context explicitly mentions "parents" ("these same parents do want their children...").
    *   While the children are likely young (since they are getting an education), the primary relationship being highlighted is the parent-child relationship.
    *   In WordNet, when "children" is used in the context of "parents", sense 2 (offspring) is typically the more precise fit than sense 1 (young person).

    *   Sense 1: "she writes books for children" (general age group).
    *   Sense 2: "they had three children" (offspring).
    *   The context "parents do want their children" mirrors "they had three children" more closely than "books for children".

    *   Sense 2 is the best fit because it defines the relationship between the parents and the children.


[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: get
Target surface form: get
Context:
No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same parents do want their children to <t>get</t> 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.

Candidate senses:
1. sense_key=get%2:40:00:: | definition=come into the possession of something concrete or abstract | synonyms=acquire | examples=She got a lot of paintings from her uncle; They acquired a new pet
2. sense_key=get%2:30:00:: | definition=enter or assume a certain state or condition | synonyms=become, go | examples=He became annoyed when he heard the bad news; It must be getting more serious
3. sense_key=get%2:30:02:: | definition=cause to move; cause to be in a certain position or condition | synonyms=let, have | examples=He got his squad on the ball; This let me in for a big surprise
4. sense_key=get%2:30:03:: | definition=receive a specified treatment (abstract) | synonyms=receive, find, obtain, incur | examples=These aspects of civilization do not find expression or receive an interpretation; His movie received a good review
5. sense_key=get%2:38:00:: | definition=reach a destination; arrive by movement or progress | synonyms=arrive, come | examples=She arrived home at 7 o'clock; She didn't get to Chicago until after midnight
6. sense_key=get%2:35:03:: | definition=go or come after and bring or take back | synonyms=bring, convey, fetch | examples=Get me those books over there, please; Could you bring the wine?
7. sense_key=get%2:39:00:: | definition=go through (mental or physical states or experiences) | synonyms=experience, receive, have | examples=get an idea; experience vertigo
8. sense_key=get%2:33:00:: | definition=take vengeance on or get even | synonyms=pay back, pay off, fix | examples=We'll get them!; That'll fix him good!
9. sense_key=get%2:40:01:: | definition=achieve a point or goal | synonyms=have, make | examples=Nicklaus had a 70; The Brazilian team got 4 goals
10. sense_key=get%2:32:00:: | definition=cause to do; cause to act in a specified manner | synonyms=induce, stimulate, cause, have, make | examples=The ads induced me to buy a VCR; My children finally got me to buy a computer
11. sense_key=get%2:35:09:: | definition=succeed in catching or seizing, especially after a chase | synonyms=catch, capture | examples=We finally got the suspect; Did you catch the thief?
12. sense_key=get%2:29:01:: | definition=come to have or undergo a change of (physical features and attributes) | synonyms=grow, develop, produce, acquire | examples=He grew a beard; The patient developed abdominal pains
13. sense_key=get%2:29:00:: | definition=be stricken by an illness, fall victim to an illness | synonyms=contract, take | examples=He got AIDS; She came down with pneumonia
14. sense_key=get%2:32:03:: | definition=communicate with a place or person; establish communication with, as if by telephone | examples=Bill called this number and he got Mary; The operator couldn't get Kobe because of the earthquake
15. sense_key=get%2:30:01:: | definition=give certain properties to something | synonyms=make | examples=get someone mad; She made us look silly
16. sense_key=get%2:32:08:: | definition=move into a desired direction of discourse | synonyms=drive, aim | examples=What are you driving at?
17. sense_key=get%2:31:09:: | definition=grasp with the mind or develop an understanding of | synonyms=catch | examples=did you catch that allusion?; We caught something of his theory in the lecture
18. sense_key=get%2:35:00:: | definition=attract and fix | synonyms=catch, arrest | examples=His look caught her; She caught his eye
19. sense_key=get%2:35:10:: | definition=reach with a blow or hit in a particular spot | synonyms=catch | examples=the rock caught her in the back of the head; The blow got him in the back
20. sense_key=get%2:31:03:: | definition=reach by calculation | examples=What do you get when you add up these numbers?
21. sense_key=get%2:40:14:: | definition=acquire as a result of some effort or action | examples=You cannot get water out of a stone; Where did she get these news?
22. sense_key=get%2:40:13:: | definition=purchase | examples=What did you get at the toy store?
23. sense_key=get%2:39:13:: | definition=perceive by hearing | synonyms=catch | examples=I didn't catch your name; She didn't get his name when they met the first time
24. sense_key=get%2:39:09:: | definition=suffer from the receipt of | synonyms=catch | examples=She will catch hell for this behavior!
25. sense_key=get%2:39:14:: | definition=receive as a retribution or punishment | synonyms=receive | examples=He got 5 years in prison
26. sense_key=get%2:38:15:: | definition=leave immediately; used usually in the imperative form | synonyms=scram, buzz off, fuck off, bugger off | examples=Scram!
27. sense_key=get%2:38:12:: | definition=reach and board | examples=She got the bus just as it was leaving
28. sense_key=get%2:37:12:: | definition=irritate | synonyms=get under one's skin | examples=Her childish behavior really get to me; His lying really gets me
29. sense_key=get%2:37:11:: | definition=evoke an emotional response | examples=Brahms's `Requiem' gets me every time
30. sense_key=get%2:36:14:: | definition=apprehend and reproduce accurately | synonyms=catch | examples=She really caught the spirit of the place in her drawings; She got the mood just right in her photographs
31. sense_key=get%2:36:00:: | definition=earn or achieve a base by being walked by the pitcher | synonyms=draw | examples=He drew a base on balls
32. sense_key=get%2:35:12:: | definition=overcome or destroy | examples=The ice storm got my hibiscus; the cat got the goldfish
33. sense_key=get%2:31:10:: | definition=be a mystery or bewildering to | synonyms=perplex, vex, stick, puzzle, mystify, baffle | examples=This beats me!; Got me--I don't know the answer!
34. sense_key=get%2:30:12:: | definition=take the first step or steps in carrying out an action | synonyms=get down, begin, start out, start, set about, set out | examples=We began working at dawn; Who will start?
35. sense_key=get%2:29:11:: | definition=undergo (as of injuries and illnesses) | synonyms=suffer, sustain, have | examples=She suffered a fracture in the accident; He had an insulin shock after eating three candy bars
36. sense_key=get%2:29:08:: | definition=make children | synonyms=beget, engender, father, mother, sire, generate | examples=Abraham begot Isaac; Men often father children but don't recognize them

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: `get`
    *   Target surface form: `get`
    *   Context: "...Fortunately, these same parents do want their children to <t>get</t> a decent education as traditionally understood..."

    *   The sentence is about parents wanting their children to "get a decent education."
    *   "Education" is an abstract concept.
    *   "Get" in this context means to obtain, acquire, or receive an education.

    *   Sense 1: `come into the possession of something concrete or abstract` (synonym: `acquire`). Example: "She got a lot of paintings from her uncle."
    *   Sense 4: `receive a specified treatment (abstract)` (synonyms: `receive`, `find`, `obtain`, `incur`). Example: "His movie received a good review."
    *   Sense 7: `go through (mental or physical states or experiences)` (synonyms: `experience`, `receive`, `have`). Example: "get an idea."
    *   Sense 21: `acquire as a result of some effort or action`. Example: "Where did she get these news?"

    *   Sense 1: "come into the possession of something concrete or abstract" (acquire). This fits well.
    *   Sense 4: "receive a specified treatment (abstract)". Education is more of a process/acquisition than a "treatment" (like a review or a medical treatment).
    *   Sense 7: "go through (mental or physical states or experiences)". While education is an experience, "get an education" usually implies the acquisition of knowledge/degree.
    *   Sense 21: "acquire as a result of some effort or action". This also fits.

    *   Sense 1: `come into the possession of something concrete or abstract` | synonyms=acquire.
    *   Sense 21: `acquire as a result of some effort or action`.

    Let's look at the examples for Sense 1: "She got a lot of paintings from her uncle; They acquired a new pet."
    Let's look at the examples for Sense 21: "You cannot get water out of a stone; Where did she get these news?"

    Wait, let's re-examine Sense 1 vs Sense 21.
    Sense 1 is a general "acquire/come into possession of."
    Sense 21 is "acquire as a result of some effort or action."

    Actually, looking at WordNet's typical structure (though these are schematic), "get an education" is most commonly mapped to "acquire" or "obtain."

    Let's check Sense 4 again: "receive a specified treatment (abstract)". "Receive an education" is a very common phrase. Is education a "treatment"? In some linguistic frameworks, yes, but usually not in common parlance.

    Let's look at Sense 1 again: "come into the possession of something concrete or abstract". Education is an abstract thing one "gets" or "acquires."

    Comparing Sense 1 and Sense 21:
    Sense 1: `come into the possession of something concrete or abstract`
    Sense 21: `acquire as a result of some effort or action`

    "Get a decent education" implies a process of acquisition. Sense 1 is the most general and fits "acquire" perfectly.

    Let's double-check if there are any other candidates.
    Sense 2: enter/assume a state (become). No.
    Sense 3: cause to move. No.
    Sense 5: reach destination. No.
    Sense 6: fetch. No.
    Sense 7: experience. (Possible, but "acquire" is stronger for education).
    Sense 9: achieve a point/goal. (Possible, but usually refers to scores/numbers).

    Between Sense 1 and Sense 21:
    Sense 1: "come into the possession of something concrete or abstract"
    Sense 21: "acquire as a result of some effort or action"

    In many WordNet-based datasets, "get an education" is mapped to the sense of "acquire" or "obtain." Sense 1 explicitly mentions "abstract" and "acquire."

    Let's re-read Sense 1: "come into the possession of something concrete or abstract | synonyms=acquire".
    Let's re-read Sense 21: "acquire as a result of some effort or action".

    Usually, "get an education" is seen as acquiring something. Sense 1 is the broader, more standard sense for "acquire."

    Wait, let me look at Sense 4 again: "receive a specified treatment (abstract) | synonyms=receive, find, obtain, incur".
    "Receive an education" is a very common collocation. Is education a "treatment"?
    Example for Sense 4: "His movie received a good review."
    Example for Sense 4: "These aspects of civilization do not find expression or receive an interpretation."

    Actually, "get an education" is more about the process of acquiring knowledge than receiving a treatment.

    Let's compare Sense 1 and Sense 21 again.
    Sense 1: "come into the possession of something concrete or abstract"
    Sense 21: "acquire as a result of some effort or action"

    If I have to choose the *best* one, Sense 1 is the most general "acquire" sense.

    Let's think about "get a decent education."
    Does it mean "acquire" (Sense 1) or "acquire as a result of effort" (Sense 21)?
    Education definitely requires effort. However, Sense 1 is the primary sense for "acquire."

    Let's look at the examples for Sense 1 again: "She got a lot of paintings from her uncle; They acquired a new pet."
    Let's look at the examples for Sense 21 again: "You cannot get water out of a stone; Where did she get these news?"

    Actually, "get news" (Sense 21) is more like "obtain information." "Get an education" is very similar to "obtain/acquire knowledge/education."

    Wait, let me look at Sense 1 again. "come into the possession of something concrete or abstract".
    Education is an abstract thing you come into possession of.

    Let's search for "get an education" in WordNet-like contexts. It's almost always "acquire."

    Is there any other sense?
    Sense 7: "go through (mental or physical states or experiences) | synonyms=experience, receive, have".
    "Get an education" could be seen as "experiencing" an education.

    But "acquire" (Sense 1) is the most direct synonym for "get" in "get an education."

    Let's re-evaluate Sense 1 vs Sense 21 one more time.
    Sense 1: `come into the possession of something concrete or abstract`
    Sense 21: `acquire as a result of some effort or action`

    If the distinction is "possession" vs "effort," education is definitely more about the effort/process. But "possession of an education" (meaning having been educated) is also correct.

    Let's look at the synonyms for Sense 1: `acquire`.
    Let's look at the synonyms for Sense 21: (none listed).

    Usually, the sense with the synonym "acquire" is the one used for "get an education."

    Let's double-check Sense 4 again: "receive a specified treatment (abstract) | synonyms=receive, find, obtain, incur".
    "Obtain" is a synonym here. "Obtain an education."

    Wait, let's look at the examples for Sense 4: "His movie received a good review."
    A review is something given *to* the movie. An education is something the student *gets*.

    Let's look at Sense 1 again. "come into the possession of something concrete or abstract".
    This seems the most fitting.

    Final check:
    Context: "parents do want their children to get a decent education"
    Sense 1: come into the possession of something concrete or abstract (acquire)
    Sense 21: acquire as a result of some effort or action

    Sense 1 is more general and explicitly lists "abstract" and "acquire."

    Wait, let me look at Sense 21's example: "Where did she get these news?"
    "Get news" is very similar to "get an education" (obtaining information).
    But "get news" is often more about the source ("Where did she get...").

    Let's stick with Sense 1. It's the most standard "acquire" sense.

    Wait, let me look at Sense 7 again: "go through (mental or physical states or experiences) | synonyms=experience, receive, have".
    "Get an education" = "have an education" or "experience an education."
    But "acquire" is a better fit for "get" in this context.

    Let's re-read the context: "parents do want their children to get a decent education as traditionally understood".
    This implies the *result* (having the education).

    Sense 1: "come into the possession of something concrete or abstract"
    This fits the result of getting an education.


[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: decent
Target surface form: decent
Context:
No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same parents do want their children to get a <t>decent</t> education as traditionally understood, and they have enough common sense to know what that demands. Their commitment to "creativity "can not survive adolescent illiteracy.

Candidate senses:
1. sense_key=decent%5:00:00:respectable:00 | definition=socially or conventionally correct; refined or virtuous | synonyms=nice | examples=from a decent family; a nice girl
2. sense_key=decent%5:00:00:proper:00 | definition=according with custom or propriety | synonyms=becoming, comely, comme il faut, decorous, seemly | examples=her becoming modesty; comely behavior
3. sense_key=decent%3:00:00:: | definition=conforming to conventions of sexual behavior; - George Santayana | examples=speech in this circle, if not always decent, never became lewd
4. sense_key=decent%5:00:00:sufficient:00 | definition=sufficient for the purpose | synonyms=adequate, enough | examples=an adequate income; the food was adequate
5. sense_key=decent%5:00:02:modest:01 | definition=decently clothed | examples=are you decent?
6. sense_key=decent%5:00:00:modest:01 | definition=observing conventional sexual mores in speech or behavior or dress | examples=a modest neckline in her dress; though one of her shoulder straps had slipped down, she was perfectly decent by current standards

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 word: "decent"
    *   Context: "Fortunately, these same parents do want their children to get a <t>decent</t> education as traditionally understood, and they have enough common sense to know what that demands."
    *   Meaning in context: The author is talking about education. A "decent education" in this context means one that is adequate, sufficient, of a satisfactory standard, or of a quality that is acceptable/proper.

    *   Sense 1: `respectable` (socially/conventionally correct, refined, virtuous). Example: "from a decent family". (Doesn't fit "education" as well as "sufficient").
    *   Sense 2: `proper` (according with custom or propriety). Example: "comely behavior". (Too focused on etiquette/propriety).
    *   Sense 3: `conforming to conventions of sexual behavior`. (Irrelevant).
    *   Sense 4: `sufficient` (sufficient for the purpose, adequate, enough). Example: "an adequate income". (Fits well: a "sufficient" or "adequate" education).
    *   Sense 5: `modest` (decently clothed). (Irrelevant).
    *   Sense 6: `modest` (observing conventional sexual mores). (Irrelevant).

    *   The author contrasts "romantic extravagance" and "creativity" (used loosely) with a "decent education as traditionally understood."
    *   In this context, "decent" means an education that is satisfactory, adequate, or of a standard that provides the necessary skills (like literacy, which is mentioned in the next sentence: "Their commitment to 'creativity' can not survive adolescent illiteracy").
    *   Sense 4 ("sufficient for the purpose", "adequate") is the best fit for "decent education".

    *   Sense 1 (respectable) is often used for people or families.
    *   Sense 4 (sufficient/adequate) is commonly used for things like income, housing, or education (e.g., "a decent wage", "a decent education").


[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:
No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same parents do want their children to get a decent <t>education</t> as traditionally understood, and they have enough common sense to know what that demands. Their commitment to "creativity "can not survive adolescent illiteracy.

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: "...Fortunately, these same parents do want their children to get a decent <t>education</t> as traditionally understood, and they have enough common sense to know what that demands."
    *   Surrounding context: The text discusses "creativity in education," "disciplined instruction," "ignorance and intellectual incompetence," and "adolescent illiteracy." It contrasts a "romantic rebellion" with "disciplined instruction" and "a decent education as traditionally understood."

    *   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 (the *result* of the process).
    *   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/breeding).
    *   Sense 6: `education%1:14:00` - the US federal department.

    *   The phrase is "get a decent education as traditionally understood."
    *   "Get an education" usually refers to the process of being educated or the resulting knowledge.
    *   Looking at the contrast: "disciplined instruction" (Sense 1) vs. "a decent education" (the goal/outcome/process).
    *   Sense 1 (activities of educating) is very close to "instruction."
    *   Sense 2 (knowledge acquired) is the *result*.
    *   Sense 3 (gradual process of acquiring knowledge) is the *experience/journey*.

    *   "Get a decent education" often means receiving the instruction (Sense 1) or acquiring the knowledge (Sense 2/3).
    *   In the context of "traditionally understood," it refers to the standard curriculum and the process of learning it.
    *   Let's compare Sense 1 and Sense 3.
        *   Sense 1: "the activities of educating or instructing" (instruction, teaching).
        *   Sense 3: "the gradual process of acquiring knowledge."
    *   The text mentions "disciplined instruction" earlier. The parents want their children to "get a decent education." This implies the *process* of being taught and learning (Sense 1 or 3).
    *   Wait, let's look at Sense 2: "knowledge acquired by learning and instruction." If you "get an education," you are acquiring that knowledge.
    *   Example for Sense 1: "he received no formal education." (This matches "get a decent education" very well).
    *   Example for Sense 2: "it was clear that he had a very broad education." (This describes the state of having the knowledge).
    *   Example for Sense 3: "education is a preparation for life." (This describes the concept of education as a process).

    *   "get a decent education" $\approx$ "receive formal instruction/schooling."
    *   Sense 1: "the activities of educating or instructing; activities that impart knowledge or skill." Synonyms: instruction, teaching.
    *   Sense 3: "the gradual process of acquiring knowledge."
    *   In the phrase "get a decent education," the focus is usually on the schooling/instruction received.

    *   Sense 1: "he received no formal education" (matches "get a decent education").
    *   Sense 2: "he had a very broad education" (matches "he has a good education").
    *   Sense 3: "education is a preparation for life" (general concept).

    The context "get a decent education as traditionally understood" strongly aligns with the activities of instructing/schooling (Sense 1).

    *   Sense 1: activities of educating/instructing.
    *   Sense 2: knowledge acquired.
    *   Sense 3: process of acquiring knowledge.
    *   If the author says "get a decent education," they mean the children should undergo the process of being taught (Sense 1) or the process of learning (Sense 3).
    *   However, "received no formal education" in Sense 1's example is almost identical to "get a decent education."

    Let's double-check Sense 1 vs Sense 3 again.
    Sense 1: activities that impart knowledge (the teaching side).
    Sense 3: process of acquiring knowledge (the learning side).
    "Get an education" usually encompasses both, but in the context of "disciplined instruction" and "traditionally understood," it leans toward the structured system of instruction.

    Wait, let's look at the examples again.
    Sense 1: "he received no formal education"
    Sense 2: "he had a very broad education"
    Sense 3: "a girl's education was less important than a boy's"

    "Get a decent education" is very similar to "received no formal education."

    Let's re-read the context: "Fortunately, these same parents do want their children to get a decent education as traditionally understood..."
    This refers to the schooling/instruction they receive.

    Sense 1: activities of educating or instructing.
    Sense 3: gradual process of acquiring knowledge.

    In many WordNet-based tasks, "get an education" or "receive an education" maps to the activities of instructing (Sense 1).

    Let's check Sense 2 again: "knowledge acquired by learning and instruction."
    If you "get an education," you are acquiring that knowledge. But "get" often refers to the process/activity of schooling.

    Comparing "get a decent education" with "received no formal education" (Sense 1) and "a girl's education" (Sense 3). "A girl's education" refers to the whole process/system. "Get a decent education" also refers to the process/system.

    Let's look at the synonyms for Sense 1: instruction, teaching, pedagogy.
    The text mentions "disciplined instruction" and then "a decent education." This suggests "education" is being used as a broader term for that "instruction."

    Sense 1 seems the most fitting because it encompasses the "instruction" mentioned in the previous sentence.

    Sense 1: activities of educating/instructing.
    Sense 2: knowledge acquired.
    Sense 3: process of acquiring knowledge.
    Sense 4: profession.
    Sense 5: upbringing.
    Sense 6: department.

    "Get a decent education" $\rightarrow$ receive the activities of educating/instructing.

    Let's re-evaluate Sense 3: "the gradual process of acquiring knowledge."
    Is "get a decent education" the process or the activities?
    Usually, "receiving an education" = Sense 1.
    "Education is a preparation for life" = Sense 3.

    Let's try to see if Sense 1 is the best fit.
    Example: "he received no formal education" (Sense 1).
    Target: "get a decent education".
    These are structurally and semantically very similar.

    Sense 1: activities of educating or instructing.
    Sense 2: knowledge acquired.
    Sense 3: process of acquiring knowledge.

    If I say "I want my child to get a good education," I mean I want them to be taught well (Sense 1) and to learn (Sense 3). But the "activities of instructing" (Sense 1) is the most direct fit for "receiving" or "getting" an education in a formal sense.

    Wait, let me look at Sense 3 again: "a girl's education was less important than a boy's". This refers to the *opportunity* or *process* of being educated.

    Let's look at Sense 1 again: "he received no formal education". This is almost a perfect match for "get a decent education".

    Sense 1: activities of educating or instructing.
    Sense 2: knowledge acquired.
    Sense 3: process of acquiring knowledge.

    If the focus is on the *system* or *instruction* (which the context "disciplined instruction" and "traditionally understood" suggests), Sense 1 is the strongest.

    Let's double-check Sense 2: "knowledge acquired". "Get a decent education" could mean "acquire a decent amount of knowledge." But "education" in "get an education" usually refers to the schooling itself.

    Let's compare Sense 1 and Sense 3 one more time.
    Sense 1: activities of educating or instructing.
    Sense 3: gradual process of acquiring knowledge.
    The difference is subtle (teaching vs. learning). "Get an education" usually implies the whole package (being taught and learning). Sense 1's example "received no formal education" is the strongest clue.

    Sense 1: `education%1:04:00`
    Sense 2: `education%1:09:00`
    Sense 3: `education%1:09:01`
    Sense 4: `education%1:04:01`
    Sense 5: `education%1:07:01`
    Sense 6: `education%1:14:00`

    The target is "education". The index for `education%1:04:00` is 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: know
Target surface form: know
Context:
No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to <t>know</t> what that demands. Their commitment to "creativity "can not survive adolescent illiteracy.

Candidate senses:
1. sense_key=know%2:31:01:: | definition=be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about | synonyms=cognize, cognise | examples=I know that the President lied to the people; I want to know who is winning the game!
2. sense_key=know%2:31:03:: | definition=know how to do or perform something | examples=She knows how to knit; Does your husband know how to cook?
3. sense_key=know%2:31:02:: | definition=be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt | examples=I know that I left the key on the table; Galileo knew that the earth moves around the sun
4. sense_key=know%2:31:00:: | definition=be familiar or acquainted with a person or an object | examples=She doesn't know this composer; Do you know my sister?
5. sense_key=know%2:31:04:: | definition=have firsthand knowledge of states, situations, emotions, or sensations | synonyms=experience, live | examples=I know the feeling!; have you ever known hunger?
6. sense_key=know%2:31:06:: | definition=accept (someone) to be what is claimed or accept his power and authority | synonyms=acknowledge, recognize, recognise | examples=The Crown Prince was acknowledged as the true heir to the throne; We do not recognize your gods
7. sense_key=know%2:31:15:: | definition=have fixed in the mind | examples=I know Latin; This student knows her irregular verbs
8. sense_key=know%2:35:00:: | definition=have sexual intercourse with | synonyms=sleep together, roll in the hay, love, make out, make love, sleep with | examples=This student sleeps with everyone in her dorm; Adam knew Eve
9. sense_key=know%2:31:11:: | definition=know the nature or character of | examples=we all knew her as a big show-off
10. sense_key=know%2:31:12:: | definition=be able to distinguish, recognize as being different | examples=The child knows right from wrong
11. sense_key=know%2:31:14:: | definition=perceive as familiar | examples=I know this voice!

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: `know`
    *   Target surface form: `know`
    *   Context: "...Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to <t>know</t> what that demands."

    *   Sense 1: be cognizant or aware of a fact or a specific piece of information (e.g., "I know that the President lied").
    *   Sense 2: know how to do or perform something (e.g., "She knows how to knit").
    *   Sense 3: be aware of the truth of something; have a belief or faith in something (e.g., "I know that I left the key on the table").
    *   Sense 4: be familiar or acquainted with a person or an object (e.g., "Do you know my sister?").
    *   Sense 5: have firsthand knowledge of states, situations, emotions, or sensations (e.g., "I know the feeling!").
    *   Sense 6: accept (someone) to be what is claimed or accept his power and authority (e.g., "The Crown Prince was acknowledged").
    *   Sense 7: have fixed in the mind (e.g., "I know Latin").
    *   Sense 8: have sexual intercourse with.
    *   Sense 9: know the nature or character of (e.g., "we all knew her as a big show-off").
    *   Sense 10: be able to distinguish, recognize as being different (e.g., "know right from wrong").
    *   Sense 11: perceive as familiar (e.g., "I know this voice!").

    *   The sentence is: "...they have enough common sense to know what that demands."
    *   "What that demands" refers to the requirements of a "decent education as traditionally understood."
    *   The parents are aware of the facts/requirements/information regarding what a decent education entails.
    *   This is a matter of possessing knowledge or being cognizant of a fact/information.

    *   Sense 1: "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about". This fits well.
    *   Sense 2: "know how to do" - Not about a skill.
    *   Sense 3: "be aware of the truth of something; have a belief or faith" - This is more about conviction or certainty of a truth. While similar to Sense 1, Sense 1 is more about general knowledge/information.
    *   Sense 4: "familiar or acquainted with a person or object" - Not a person or object.
    *   Sense 7: "have fixed in the mind" (like a language or a list) - Not quite.

    *   Sense 1: "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about"
    *   Sense 3: "be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt"
    *   In the context "know what that demands," the parents are aware of the requirements (the facts/information). This aligns most closely with Sense 1.

    *   "know what that demands" -> "be aware of the information regarding what that demands."
    *   Sense 1: "possess knowledge or information about".
    *   Sense 3: "regard as true beyond any doubt".
    *   Sense 1 is the most general and fitting for "knowing what something demands."


[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: demand
Target surface form: demands
Context:
No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that <t>demands</t>. Their commitment to "creativity "can not survive adolescent illiteracy.

Candidate senses:
1. sense_key=demand%2:32:00:: | definition=request urgently and forcefully | examples=The victim's family is demanding compensation; The boss demanded that he be fired immediately
2. sense_key=demand%2:42:00:: | definition=require as useful, just, or proper | synonyms=necessitate, ask, postulate, need, require, take | examples=It takes nerve to do what she did; success usually requires hard work
3. sense_key=demand%2:32:02:: | definition=claim as due or just | synonyms=exact | examples=The bank demanded payment of the loan
4. sense_key=demand%2:32:09:: | definition=lay legal claim to
5. sense_key=demand%2:32:05:: | definition=summon to court
6. sense_key=demand%2:32:06:: | definition=ask to be informed of | examples=I demand an explanation

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: `demand`
    *   Target surface form: `demands`
    *   Context: "...they have enough common sense to know what that <t>demands</t>."
    *   Sentence analysis: "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."
    *   Meaning: In this context, "what that demands" means "what is required" or "what is necessary" to achieve a decent education.

    *   Sense 1: request urgently and forcefully (e.g., demanding compensation). -> Not a request by a person.
    *   Sense 2: require as useful, just, or proper (synonyms: necessitate, ask, postulate, need, require, take). Example: "success usually requires hard work". -> This fits perfectly. "A decent education demands [certain things]".
    *   Sense 3: claim as due or just (e.g., bank demanded payment). -> Not a claim of debt or right.
    *   Sense 4: lay legal claim to. -> Not legal.
    *   Sense 5: summon to court. -> Not legal.
    *   Sense 6: ask to be informed of (e.g., demand an explanation). -> Not asking for information.

    *   The context "know what that demands" refers to the requirements or necessities of a "decent education".
    *   Sense 2 ("require as useful, just, or proper") matches this usage.


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

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

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

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

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

reasoning_content:
*   Target lemma: `commitment`
    *   Context: "Their <t>commitment</t> to 'creativity' can not survive adolescent illiteracy."
    *   Surrounding context: The text discusses the tension between "creativity" in education (seen as romantic rebellion) and "disciplined instruction" (traditional education). Parents are attracted to the idea of creativity but also want their children to be literate and educated.

    *   Sense 1: `commitment%1:07:01::` - the trait of sincere and steadfast fixity of purpose (e.g., "a man of energy and commitment"). This is a personality trait.
    *   Sense 2: `commitment%1:04:00::` - the act of binding yourself (intellectually or emotionally) to a course of action (synonyms: allegiance, loyalty, dedication; example: "his long commitment to public service"). This is a state of being dedicated to a cause or idea.
    *   Sense 3: `commitment%1:04:02::` - an engagement by contract involving financial obligation (e.g., "business commitments").
    *   Sense 4: `commitment%1:10:00::` - a message that makes a pledge (synonym: dedication).
    *   Sense 5: `commitment%1:04:01::` - the official act of consigning a person to confinement.

    *   The sentence is "Their commitment to 'creativity' can not survive adolescent illiteracy."
    *   Here, "commitment" refers to the parents' dedication or allegiance to the idea/philosophy of "creativity" in education.
    *   Sense 1 (trait) is close, but Sense 2 (act of binding/dedication to a course of action/idea) fits better because it describes the relationship between the parents and the concept of "creativity."
    *   Sense 3 (financial) is incorrect.
    *   Sense 4 (message/pledge) is incorrect.
    *   Sense 5 (confinement) is incorrect.

    *   Sense 2: "the act of binding yourself (intellectually or emotionally) to a course of action" / "dedication".
    *   The parents are intellectually/emotionally bound to the idea of "creativity" in education. This matches 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: survive
Target surface form: survive
Context:
In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands. Their commitment to "creativity "can not <t>survive</t> adolescent illiteracy. American education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share.

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

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

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

reasoning_content:
*   Target lemma: `survive`
    *   Context: "Their commitment to 'creativity' can not <t>survive</t> adolescent illiteracy."
    *   Meaning: The author is arguing that the idea/commitment to "creativity" in education cannot continue to exist or remain viable if the result is adolescent illiteracy.

    *   Sense 1: `continue to live through hardship or adversity` (Synonyms: last, live, live on, go, endure, hold up). Example: "These superstitions survive in the backwaters of America."
    *   Sense 2: `continue in existence after (an adversity, etc.)` (Synonyms: pull through, pull round, come through, make it). Example: "He survived the cancer against all odds."
    *   Sense 3: `support oneself` (Synonyms: exist, live, subsist). Example: "he could barely exist on such a low wage."
    *   Sense 4: `live longer than` (Synonyms: outlive, outlast). Example: "She outlived her husband by many years."

    *   The "commitment to creativity" is an abstract concept, not a living person.
    *   "Adolescent illiteracy" is the condition/adversity.
    *   The sentence means the commitment cannot *last* or *continue to exist* in the face of illiteracy.
    *   Sense 1 ("continue to live through hardship or adversity" / "last", "endure") fits well for abstract concepts (like superstitions in the example).
    *   Sense 2 ("continue in existence after") usually implies surviving a specific event or crisis (like cancer).
    *   Sense 3 ("support oneself") is about financial/physical subsistence.
    *   Sense 4 ("live longer than") is about chronological longevity.

    *   Sense 1: "continue to live through hardship or adversity" (Synonyms: last, endure). "Their commitment... cannot last/endure adolescent illiteracy." This fits the context of an idea persisting despite a contradictory or damaging condition.
    *   Sense 2: "continue in existence after". This usually implies the adversity happened and the subject came out the other side. Here, the illiteracy is the condition that makes the commitment impossible.

    *   Sense 1 is often used for abstract things (beliefs, traditions, commitments) continuing to exist.
    *   Sense 2 is more about recovery from a specific trauma.
    *   The example "These superstitions survive in the backwaters of America" strongly supports Sense 1 for abstract concepts.

    *   Sense 1: continue to live through hardship or adversity (last, endure).
    *   Context: "Their commitment to 'creativity' can not survive adolescent illiteracy."
    *   Meaning: The commitment cannot endure/last given the reality of illiteracy.

    *   Sense 1: `survive%2:42:01::`
    *   Sense 2: `survive%2:42:02::`
    *   Sense 3: `survive%2:42:00::`
    *   Sense 4: `survive%2:42:03::`

    Wait, let me re-read the senses.
    Sense 1: continue to live through hardship or adversity (last, live, live on, go, endure, hold up).
    Sense 2: continue in existence after (an adversity, etc.) (pull through, pull round, come through, make it).

    In "Their commitment to 'creativity' can not survive adolescent illiteracy," the commitment is the subject and illiteracy is the adversity. The commitment cannot *last* or *endure* in the face of it. This aligns best with Sense 1.

    Let's double-check Sense 2 again. "He survived the cancer." This is a specific event. "Commitment cannot survive illiteracy" is more about the viability/persistence of the idea.

    Sense 1 synonyms: last, endure.
    Sense 2 synonyms: pull through, make it.

    "Their commitment cannot last/endure adolescent illiteracy" makes more sense than "Their commitment cannot pull through adolescent illiteracy."

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

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

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

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

reasoning_content:
*   Target lemma: `adolescent`
    *   Target surface form: `adolescent`
    *   Context: "Their commitment to 'creativity' can not survive <t>adolescent</t> illiteracy."
    *   Surrounding text: The author is criticizing a trend in education that prioritizes "self-expression" and "creativity" over "disciplined instruction," leading to "ignorance and intellectual incompetence."

    *   Sense 1: `relating to or peculiar to or suggestive of an adolescent` (e.g., adolescent problems).
    *   Sense 2: `being of the age 13 through 19` (e.g., teenage mothers).
    *   Sense 3: `displaying or suggesting a lack of maturity` (synonyms: jejune, juvenile, puerile; e.g., adolescent insecurity).
    *   Sense 4: `in the state of development between puberty and maturity` (e.g., adolescent boys and girls).

    *   The phrase is "adolescent illiteracy."
    *   Is it referring to illiteracy *among* people aged 13-19 (Sense 2 or 4)?
    *   Is it referring to illiteracy that is *characteristic* of adolescents (Sense 1)?
    *   Is it referring to illiteracy that is *immature* or *childish* (Sense 3)?

    *   The author is arguing against a "romantic rebellion" and "romantic extravagance" in education.
    *   The author mentions "youngsters," "young people," and "children."
    *   The phrase "adolescent illiteracy" likely refers to the illiteracy of the young people (adolescents) who are the subject of the education system being criticized.
    *   However, let's look closer at the tone. The author is criticizing the *nature* of the education.
    *   If the author means "the illiteracy of teenagers," Sense 2 or 4 would fit.
    *   If the author is using "adolescent" as a pejorative to describe the *type* of illiteracy (immature, childish), Sense 3 would fit.
    *   Wait, "adolescent illiteracy" most naturally means illiteracy occurring in adolescents (the age group).
    *   Let's re-read: "The result is a generation of young people whose ignorance... Their commitment to 'creativity' can not survive adolescent illiteracy."
    *   The "commitment to creativity" belongs to the parents. The "adolescent illiteracy" is the reality of the children's education.
    *   Is "adolescent" describing the *people* who are illiterate (the adolescents) or the *quality* of the illiteracy?
    *   Usually, "adolescent [noun]" where the noun is a condition (like illiteracy) refers to the age group.
    *   Compare: "childhood obesity" (relating to children) vs "juvenile delinquency" (relating to juveniles).
    *   Sense 1: "relating to or peculiar to or suggestive of an adolescent".
    *   Sense 2: "being of the age 13 through 19".
    *   Sense 4: "in the state of development between puberty and maturity".

    *   Sense 2 and 4 are very similar. Sense 2 is more about the specific age range (13-19), Sense 4 is about the developmental stage.
    *   Sense 1 is the adjective form "relating to...".
    *   In "adolescent illiteracy," "adolescent" modifies "illiteracy."
    *   Is the illiteracy *itself* adolescent (Sense 1), or is it the illiteracy *of* adolescents (Sense 2/4)?
    *   Actually, looking at the WordNet senses provided:
        *   Sense 1: `relating to or peculiar to or suggestive of an adolescent` (Example: "adolescent problems").
        *   Sense 2: `being of the age 13 through 19` (Example: "teenage mothers").
        *   Sense 3: `displaying or suggesting a lack of maturity` (Example: "adolescent insecurity").
        *   Sense 4: `in the state of development between puberty and maturity` (Example: "adolescent boys and girls").

    *   "Adolescent illiteracy" is very similar to "adolescent problems" (Sense 1). It describes illiteracy that is characteristic of or occurs in adolescents.
    *   Sense 2 and 4 are typically used to describe the *person* (e.g., "adolescent boys," "adolescent mothers").
    *   Sense 3 is used for behavior/traits (e.g., "adolescent insecurity"). While the author is being critical, "illiteracy" isn't exactly a "lack of maturity" in the behavioral sense; it's a lack of skill.

    *   "Adolescent problems" (Sense 1) -> "Adolescent illiteracy".
    *   "Adolescent boys" (Sense 4) -> "Adolescent illiteracy" (Doesn't fit as well, as illiteracy isn't a person).
    *   "Teenage mothers" (Sense 2) -> "Adolescent illiteracy" (Doesn't fit as well).
    *   "Adolescent insecurity" (Sense 3) -> "Adolescent illiteracy" (Possible, but illiteracy is a cognitive/educational state, not a personality trait).

    *   The author is talking about the education of "youngsters," "young people," and "children."
    *   "Adolescent illiteracy" refers to the illiteracy of these young people.
    *   Sense 1 ("relating to or peculiar to or suggestive of an adolescent") fits best for modifying a noun like "illiteracy" or "problems."

    *   Wait, let me double-check Sense 3 again. "displaying or suggesting a lack of maturity". Could the author be calling the *illiteracy* immature? No, that doesn't make sense. Could they be calling the *commitment to creativity* adolescent? No, the word "adolescent" modifies "illiteracy."
    *   Is the illiteracy "suggestive of a lack of maturity"? Not really.
    *   Is it "relating to... an adolescent"? Yes.

    *   Sense 1: relating to or peculiar to or suggestive of an adolescent.
    *   Sense 2: being of the age 13 through 19.
    *   Sense 3: displaying or suggesting a lack of maturity.
    *   Sense 4: in the state of development between puberty and maturity.

    *   If "adolescent" modifies "illiteracy," it's an adjective.
    *   Sense 1 is the most general adjective form for things associated with adolescents.
    *   Sense 2 and 4 are more specifically about the person's age/stage.
    *   Sense 3 is about immaturity.

    *   Let's look at the example for Sense 1: "adolescent problems". "Adolescent illiteracy" is structurally and semantically identical to "adolescent problems".

    *   Sense 1: `adolescent%3:01:00`
    *   Sense 2: `adolescent%5:00:00:young:00`
    *   Sense 3: `adolescent%5:00:00:immature:02`
    *   Sense 4: `adolescent%5:00:00:immature:01` (Wait, the sense key says immature:01, but the definition is "in the state of development between puberty and maturity").

    *   Comparing Sense 1 and Sense 4:
        Sense 1: relating to or peculiar to or suggestive of an adolescent.
        Sense 4: in the state of development between puberty and maturity.
        If you say "adolescent boys," you mean boys who are in that state (Sense 4).
        If you say "adolescent illiteracy," you mean illiteracy that relates to those people (Sense 1).

    *   Therefore, Sense 1 is the most appropriate.


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

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

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

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

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

reasoning_content:
*   Target lemma: `illiteracy`
    *   Context: A passage discussing the decline of disciplined instruction in education, the overemphasis on "creativity" and "self-expression," and the resulting "ignorance and intellectual incompetence." The specific sentence is: "Their commitment to 'creativity' can not survive adolescent <t>illiteracy</t>."
    *   Candidate senses:
        1.  `illiteracy%1:09:01::`: ignorance resulting from not reading.
        2.  `illiteracy%1:09:00::`: an inability to read (analphabetism).

    *   The author is criticizing a trend in education that prioritizes self-esteem over disciplined learning.
    *   The author mentions "ignorance and intellectual incompetence."
    *   The phrase "adolescent illiteracy" in this context likely refers to the broader state of being uneducated or lacking basic literacy skills (reading/writing) as a result of the failed educational approach.
    *   Sense 2 is the literal inability to read (analphabetism).
    *   Sense 1 is the ignorance that *results* from not reading.

    *   Is the author talking about students who literally cannot read a single word (analphabetism), or is the author talking about the broader intellectual deficiency/ignorance that comes from a lack of reading/literacy?
    *   The context mentions "ignorance and intellectual incompetence."
    *   Usually, in critiques of education, "illiteracy" can be used literally (cannot read) or figuratively/broadly (lack of cultural/intellectual literacy).
    *   However, looking at the WordNet senses provided:
        *   Sense 2: "an inability to read" (The state of being illiterate).
        *   Sense 1: "ignorance resulting from not reading" (The consequence of being illiterate).
    *   In the sentence "Their commitment to 'creativity' can not survive adolescent illiteracy," the author is saying that the parents' desire for creativity will vanish once they realize their children actually cannot read or are profoundly ignorant because they haven't read.
    *   Often, "illiteracy" refers to the condition (Sense 2). Sense 1 describes the *result* (ignorance).
    *   Wait, let's re-read: "Their commitment to 'creativity' can not survive adolescent illiteracy."
    *   If a child is "illiterate," they have an "inability to read" (Sense 2).
    *   If the author means the *state* of being unable to read, Sense 2 is the primary definition.
    *   If the author means the *ignorance* that comes with it, Sense 1 is the choice.
    *   Given the preceding mention of "ignorance and intellectual incompetence," the author is linking the lack of disciplined instruction to a lack of basic skills.
    *   In most linguistic contexts, "illiteracy" refers to the inability to read/write. Sense 2 is the standard definition of the state. Sense 1 is a more specific consequence.
    *   Looking at the flow: "ignorance and intellectual incompetence" -> "romantic rebellion against disciplined instruction" -> "adolescent illiteracy."
    *   The "illiteracy" here is the concrete failure of the education system. The most direct meaning of "illiteracy" is the inability to read.

    *   Sense 1: ignorance resulting from not reading.
    *   Sense 2: an inability to read.
    *   If someone is "illiterate," they possess an "inability to read." The "ignorance" is the *result* of that inability.
    *   The sentence "Their commitment... cannot survive adolescent illiteracy" suggests that the reality of the children's inability to read (or their profound lack of literacy) will wake the parents up.
    *   Usually, "illiteracy" as a noun refers to the condition (Sense 2).

    *   Sense 2 is the core definition of illiteracy.
    *   Sense 1 is a derivative meaning (the ignorance that follows).
    *   In the context of "adolescent illiteracy," it almost always refers to the condition of being unable to read/write at an expected level.

    *   Sense 2: inability to read.
    *   Sense 1: ignorance resulting from not reading.
    *   The text mentions "ignorance and intellectual incompetence" earlier. This suggests the author is concerned with the *outcome* of the educational failure.
    *   However, "illiteracy" itself is the state.
    *   Let's check if "illiteracy" in this context is used as a synonym for "ignorance."
    *   "Their commitment to 'creativity' can not survive adolescent illiteracy."
    *   If the children are illiterate (cannot read), the parents' romantic notions will end.
    *   Sense 2 is the more fundamental and common meaning.

    *   Sense 1: ignorance resulting from not reading.
    *   Sense 2: an inability to read.
    *   If the author meant "ignorance," they already used the word "ignorance" in the second sentence. Using "illiteracy" later likely refers to the specific lack of reading skill that causes that ignorance.

    *   Sense 2 is the most fitting.


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

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

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

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

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

reasoning_content:
*   Target lemma: `american`
    *   Target surface form: `American`
    *   Context: "American education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share."
    *   Candidate senses:
        1.  `american%3:01:01::`: of or relating to the United States of America or its people or language or culture.
        2.  `american%3:01:00::`: of or relating to or characteristic of the continents and islands of the Americas.

    *   The text discusses education, "young people," "parents," "adolescent illiteracy," and the "education establishment."
    *   The tone and subject matter (critique of "creativity" in education, "disciplined instruction") are characteristic of discussions about the US education system.
    *   "American education" in this context refers to the education system of the United States, not the entire Western Hemisphere (North and South America).

    *   Sense 1: Specifically refers to the USA.
    *   Sense 2: Refers to the Americas (continents/islands).

    *   The context is clearly about the US education system. Therefore, Sense 1 is the correct choice.


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

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

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

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

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

reasoning_content:
*   Target lemma: `education`
    *   Target surface form: `education`
    *   Context: "American <t>education</t>'s future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share."
    *   Surrounding context: The text discusses "creativity in education," "disciplined instruction," "decent education as traditionally understood," and the "education establishment."

    *   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 (the result/state of being educated).
    *   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/breeding).
    *   Sense 6: `education%1:14:00` - the US federal department.

    *   The sentence is: "American education's future will be determined by..."
    *   The author is talking about the system, the practice, and the approach to teaching and learning in America.
    *   It's not referring to a specific person's knowledge (Sense 2), the process of a single person acquiring knowledge (Sense 3), the US Department of Education (Sense 6), or social breeding (Sense 5).
    *   It could be the profession (Sense 4) or the activities of educating/instructing (Sense 1).
    *   Looking at the broader context: "The whole notion of 'creativity' in education...", "disciplined instruction", "decent education as traditionally understood", "The education establishment".
    *   "American education" here refers to the overall system of instruction and teaching practices in the US.
    *   Sense 1 ("the activities of educating or instructing; activities that impart knowledge or skill") fits best as it encompasses the system and the practice of teaching. Sense 4 is specifically the *profession* (the people/career), whereas the text is discussing the *nature* and *method* of instruction (creativity vs. disciplined instruction).

    *   Sense 1: activities of educating/instructing (instruction, teaching, pedagogy).
    *   Sense 4: the profession of teaching.
    *   The text discusses "creativity in education" and "disciplined instruction." This points toward the *act* or *system* of teaching (pedagogy/instruction) rather than just the *career* of being a teacher.

    *   Sense 1: "the activities of educating or instructing; activities that impart knowledge or skill"
    *   Sense 2: "knowledge acquired"
    *   Sense 3: "the gradual process of acquiring knowledge"
    *   Sense 4: "the profession of teaching"
    *   Sense 5: "result of good upbringing"
    *   Sense 6: "US federal department"

    "American education's future" refers to the state of teaching and learning in the US. This aligns most closely with Sense 1 (the activities/system of instruction).

    *Self-Correction:* Wait, let me re-read Sense 1 and Sense 4.
    Sense 1: "the activities of educating or instructing; activities that impart knowledge or skill"
    Sense 4: "the profession of teaching"
    The text mentions "The education establishment will fight against common sense." This suggests the institutionalized system of teaching. Sense 1 is broader and covers the activities/pedagogy.

    Let's check Sense 3 again: "the gradual process of acquiring knowledge." This is usually used for an individual's journey.

    Let's check Sense 1 again: "instruction, teaching, pedagogy, didactics, educational activity." This fits "American education" (the way things are taught in America).

    *   Context: "American education's future..."
    *   Sense 1: activities of educating/instructing.
    *   Sense 4: profession of teaching.
    *   The discussion is about *how* children are taught (creativity vs. discipline), which is pedagogy/instruction (Sense 1).

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

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

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

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

reasoning_content:
*   Target lemma: "future"
    *   Target surface form: "future"
    *   Context: "American education's <t>future</t> will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share."
    *   Candidate senses:
        1.  `future%1:28:00::`: the time yet to come (hereafter, futurity, time to come)
        2.  `future%1:10:00::`: a verb tense that expresses actions or states in the future (future tense)
        3.  `future%1:06:00::`: bulk commodities bought or sold at an agreed price for delivery at a specified future date

    *   The sentence discusses the destiny or the state of American education in the time to come.
    *   "American education's future" refers to what will happen to education in the years ahead.

    *   Sense 1: "the time yet to come" - Fits perfectly.
    *   Sense 2: "a verb tense" - Does not fit.
    *   Sense 3: "bulk commodities" (financial futures) - Does not fit.

    *   The best sense is Sense 1.