[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: read
Target surface form: read
Context:
Why ca not we teach our children to <t>read</t>, write and reckon? It's not that we do not know how to, because we do.

Candidate senses:
1. sense_key=read%2:31:00:: | definition=interpret something that is written or printed | examples=read the advertisement; Have you read Salman Rushdie?
2. sense_key=read%2:42:00:: | definition=have or contain a certain wording or form | synonyms=say | examples=The passage reads as follows; What does the law say?
3. sense_key=read%2:31:01:: | definition=look at, interpret, and say out loud something that is written or printed | examples=The King will read the proclamation at noon
4. sense_key=read%2:31:06:: | definition=obtain data from magnetic tapes | synonyms=scan | examples=This dictionary can be read by the computer
5. sense_key=read%2:31:02:: | definition=interpret the significance of, as of palms, tea leaves, intestines, the sky; also of human behavior | examples=She read the sky and predicted rain; I can't read his strange behavior
6. sense_key=read%2:31:09:: | definition=interpret something in a certain way; convey a particular meaning or impression | synonyms=take | examples=I read this address as a satire; How should I take this message?
7. sense_key=read%2:31:05:: | definition=be a student of a certain subject | synonyms=learn, study, take | examples=She is reading for the bar exam
8. sense_key=read%2:32:02:: | definition=indicate a certain reading; of gauges and instruments | synonyms=register, show, record | examples=The thermometer showed thirteen degrees below zero; The gauge read `empty'
9. sense_key=read%2:36:05:: | definition=audition for a stage role by reading parts of a role | examples=He is auditioning for `Julius Caesar' at Stratford this year
10. sense_key=read%2:31:08:: | definition=to hear and understand | examples=I read you loud and clear!
11. sense_key=read%2:31:04:: | definition=make sense of a language | synonyms=understand, interpret, translate | examples=She understands French; Can you read Greek?

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: `read`
    *   Target surface form: `read`
    *   Context: "Why ca not we teach our children to <t>read</t>, write and reckon? It's not that we do not know how to, because we do."
    *   Candidate senses:
        1.  `interpret something that is written or printed` (General reading)
        2.  `have or contain a certain wording or form` (e.g., "The passage reads as follows")
        3.  `look at, interpret, and say out loud something that is written or printed` (Reading aloud)
        4.  `obtain data from magnetic tapes` (Computer reading)
        5.  `interpret the significance of...` (e.g., reading palms/behavior)
        6.  `interpret something in a certain way` (e.g., "I read this as a satire")
        7.  `be a student of a certain subject` (e.g., "reading for the bar exam")
        8.  `indicate a certain reading; of gauges and instruments` (e.g., "The gauge read 'empty'")
        9.  `audition for a stage role`
        10. `to hear and understand` (e.g., "I read you loud and clear")
        11. `make sense of a language` (e.g., "Can you read Greek?")

    *   The sentence mentions "teach our children to read, write and reckon".
    *   "Read, write and reckon" (the three Rs) refers to basic literacy and numeracy.
    *   In this context, "read" means the general ability to interpret written or printed text.

    *   Sense 1: `interpret something that is written or printed`. This fits perfectly with the general skill of literacy.
    *   Sense 3: `look at, interpret, and say out loud`. This is too specific (reading aloud).
    *   Sense 11: `make sense of a language`. This is more about understanding a specific language (e.g., "Can you read Greek?"), whereas "teach children to read" is about the general skill of decoding text.

    *   Sense 1 is the most general and accurate description of the skill of reading as part of basic education (literacy).


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: write
Target surface form: write
Context:
Why ca not we teach our children to read, <t>write</t> and reckon? It's not that we do not know how to, because we do.

Candidate senses:
1. sense_key=write%2:36:00:: | definition=produce a literary work | synonyms=compose, pen, indite | examples=She composed a poem; He wrote four novels
2. sense_key=write%2:32:00:: | definition=communicate or express by writing | examples=Please write to me every week
3. sense_key=write%2:36:02:: | definition=have (one's written work) issued for publication | synonyms=publish | examples=How many books did Georges Simenon write?; She published 25 books during her long career
4. sense_key=write%2:32:08:: | definition=communicate (with) in writing | synonyms=drop a line | examples=Write her soon, please!
5. sense_key=write%2:32:01:: | definition=communicate by letter | examples=He wrote that he would be coming soon
6. sense_key=write%2:36:04:: | definition=write music | synonyms=compose | examples=Beethoven composed nine symphonies
7. sense_key=write%2:36:01:: | definition=mark or trace on a surface | examples=The artist wrote Chinese characters on a big piece of white paper; Russian is written with the Cyrillic alphabet
8. sense_key=write%2:32:03:: | definition=record data on a computer | synonyms=save | examples=boot-up instructions are written on the hard disk
9. sense_key=write%2:36:03:: | definition=write or name the letters that comprise the conventionally accepted form of (a word or part of a word) | synonyms=spell | examples=He spelled the word wrong in this letter
10. sense_key=write%2:36:10:: | definition=create code, write a computer program | examples=She writes code faster than anybody else

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": 7}
```

finish_reason: stop

content:
```json
{"sense_index": 7}
```

role: assistant

reasoning_content:
*   Target lemma: `write`
    *   Target surface form: `write`
    *   Context: "Why ca not we teach our children to read, <t>write</t> and reckon? It's not that we do not know how to, because we do."
    *   Candidate senses:
        1.  Produce a literary work (compose, pen).
        2.  Communicate or express by writing.
        3.  Have written work issued for publication (publish).
        4.  Communicate (with) in writing (drop a line).
        5.  Communicate by letter.
        6.  Write music (compose).
        7.  Mark or trace on a surface.
        8.  Record data on a computer (save).
        9.  Write or name the letters that comprise the conventionally accepted form of a word (spell).
        10. Create code, write a computer program.

    *   The sentence mentions "read, write and reckon".
    *   This is a classic triad referring to basic literacy and numeracy (the "three Rs": reading, writing, and arithmetic/reckoning).
    *   In this context, "write" refers to the basic skill of forming letters/words on a surface to communicate or record information.

    *   Sense 1: Literary work (too specific).
    *   Sense 2: Communicate or express by writing (possible, but "read, write, and reckon" usually refers to the physical/cognitive act of literacy).
    *   Sense 3: Publish (too specific).
    *   Sense 4: Communicate with someone (too specific).
    *   Sense 5: Communicate by letter (too specific).
    *   Sense 6: Write music (too specific).
    *   Sense 7: Mark or trace on a surface (This is the most fundamental definition of writing as a skill, fitting the "read, write, and reckon" context).
    *   Sense 8: Computer data (too specific).
    *   Sense 9: Spell (too specific).
    *   Sense 10: Code (too specific).

    *   "Read, write, and reckon" refers to the basic ability to read text, write text (mark characters on a surface), and do basic math.
    *   Sense 7 ("mark or trace on a surface") describes the physical act of writing, which is the core of the literacy skill being taught to children.
    *   Sense 2 ("communicate or express by writing") is more about the *purpose* of writing, whereas "teaching children to write" usually starts with the mechanical act of forming letters (Sense 7). However, in a broader sense, literacy is about communication.
    *   Let's re-evaluate Sense 7 vs Sense 2.
        *   Sense 7: "mark or trace on a surface" (Example: "Russian is written with the Cyrillic alphabet").
        *   Sense 2: "communicate or express by writing".
    *   In the context of "the three Rs", "writing" is the counterpart to "reading". Reading is decoding marks; writing is encoding marks. Sense 7 fits the "encoding marks" aspect best.

    *   Sense 7: "mark or trace on a surface". This is the most basic definition of the skill of writing.

    *   Wait, let me look at Sense 2 again: "communicate or express by writing".
    *   If you teach a child to write, you are teaching them both the mechanical act (Sense 7) and the communicative act (Sense 2).
    *   However, "read, write, and reckon" is a very old phrase. In that historical context, "writing" meant the ability to form letters.
    *   Let's check Sense 7's example: "Russian is written with the Cyrillic alphabet". This refers to the system of writing.
    *   Let's check Sense 2's example: "Please write to me every week". This is more about correspondence.
    *   Sense 7 is the most fundamental definition of the act of writing.

    *   Sense 1: Literary work.
    *   Sense 2: Communicate/express.
    *   Sense 3: Publish.
    *   Sense 4: Communicate with.
    *   Sense 5: Communicate by letter.
    *   Sense 6: Music.
    *   Sense 7: Mark or trace on a surface.
    *   Sense 8: Computer.
    *   Sense 9: Spell.
    *   Sense 10: Code.

    The phrase "read, write, and reckon" refers to basic literacy. The most basic sense of "write" in literacy is the ability to form characters (Sense 7).

    *Self-Correction:* Is there any other sense? Sense 2 is "communicate or express by writing". If I teach a child to write, am I teaching them to "mark or trace on a surface" or to "communicate or express"? Usually, it's the former first, and the latter is the goal. But "write" as a skill (literacy) is most fundamentally the act of producing the marks.

    Let's compare:
    "I can read" (decode marks)
    "I can write" (produce marks)
    "I can reckon" (calculate)

    Sense 7 fits "produce marks" perfectly.

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: reckon
Target surface form: reckon
Context:
Why ca not we teach our children to read, write and <t>reckon</t>? It's not that we do not know how to, because we do.

Candidate senses:
1. sense_key=reckon%2:31:02:: | definition=expect, believe, or suppose | synonyms=think, opine, suppose, imagine, guess | examples=I imagine she earned a lot of money with her new novel; I thought to find her in a bad state
2. sense_key=reckon%2:31:03:: | definition=judge to be probable | synonyms=calculate, estimate, count on, figure, forecast
3. sense_key=reckon%2:31:00:: | definition=deem to be | synonyms=see, consider, view, regard | examples=She views this quite differently from me; I consider her to be shallow
4. sense_key=reckon%2:31:01:: | definition=make a mathematical calculation or computation | synonyms=calculate, cipher, cypher, compute, work out, figure
5. sense_key=reckon%2:31:05:: | definition=have faith or confidence in | synonyms=count, bet, depend, look, calculate | examples=you can count on me to help you any time; Look to your friends for support
6. sense_key=reckon%2:31:13:: | definition=take account of | synonyms=count | examples=You have to reckon with our opponents; Count on the monsoon

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

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

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

reasoning_content:
*   Target lemma: "reckon"
    *   Context: "Why ca not we teach our children to read, write and <t>reckon</t>? It's not that we do not know how to, because we do."
    *   Target surface form: "reckon"

    *   Sense 1: expect, believe, or suppose (think, opine, imagine)
    *   Sense 2: judge to be probable (calculate, estimate, forecast)
    *   Sense 3: deem to be (see, consider, view)
    *   Sense 4: make a mathematical calculation or computation (calculate, cipher, compute, work out, figure)
    *   Sense 5: have faith or confidence in (count, bet, depend)
    *   Sense 6: take account of (count, reckon with)

    *   The sentence mentions "read, write and reckon".
    *   This is a classic triad referring to the "three Rs" of basic education: Reading, wRiting, and aRithmetic.
    *   In this context, "reckon" refers to the ability to perform arithmetic or mathematical calculations.

    *   Sense 4: "make a mathematical calculation or computation" (synonyms: calculate, cipher, compute, work out, figure). This matches perfectly with the "arithmetic" meaning of the "three Rs".

    *   Sense 1 (believe/suppose) - No.
    *   Sense 2 (judge probable) - No.
    *   Sense 3 (deem to be) - No.
    *   Sense 5 (have faith in) - No.
    *   Sense 6 (take account of) - No.


[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:
Why ca not we teach our children to read, write and reckon? It's not that we do not <t>know</t> how to, because we do. It's that we do not want to.

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}.

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

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

reasoning_content:
*   Target lemma: `know`
    *   Target surface form: `know`
    *   Context: "Why ca not we teach our children to read, write and reckon? It's not that we do not <t>know</t> how to, because we do. It's that we do not want to."

    *   Sense 1: be cognizant or aware of a fact or a specific piece of information.
    *   Sense 2: know how to do or perform something. (Example: "She knows how to knit")
    *   Sense 3: be aware of the truth of something; have a belief or faith.
    *   Sense 4: be familiar or acquainted with a person or an object.
    *   Sense 5: have firsthand knowledge of states, situations, emotions, or sensations.
    *   Sense 6: accept (someone) to be what is claimed.
    *   Sense 7: have fixed in the mind (e.g., know a language).
    *   Sense 8: have sexual intercourse with.
    *   Sense 9: know the nature or character of.
    *   Sense 10: be able to distinguish.
    *   Sense 11: perceive as familiar.

    *   The phrase is "do not know how to".
    *   The context refers to teaching children to "read, write and reckon" (skills).
    *   "It's not that we do not know how to [teach our children to read, write and reckon]..."
    *   This clearly refers to possessing the skill or knowledge of how to perform an action.

    *   Sense 2: "know how to do or perform something" (Example: "She knows how to knit"). 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: want
Target surface form: want
Context:
Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not <t>want</t> to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests.

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}.

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

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

reasoning_content:
*   Target lemma: "want"
    *   Context: "Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not <t>want</t> to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs..."
    *   Target surface form: "want"

    *   Sense 1: feel or have a desire for; want strongly (synonym: desire). Example: "I want to go home now."
    *   Sense 2: have need of (synonym: need, require). Example: "This piano wants the attention of a competent tuner."
    *   Sense 3: hunt or look for; want for a particular reason. Example: "Your former neighbor is wanted by the FBI."
    *   Sense 4: wish or demand the presence of. Example: "I want you here at noon!"
    *   Sense 5: be without, lack; be deficient in. Example: "want courtesy."

    *   The sentence says: "It's that we do not <t>want</t> to."
    *   The context is about the *will* or *desire* to teach children to read, write, and reckon.
    *   The author argues that the lack of action is not due to a lack of knowledge ("not that we do not know how to"), but due to a lack of *desire* or *will* ("we do not want to").
    *   This aligns perfectly with Sense 1: "feel or have a desire for; want strongly."

    *   Sense 1: Desire/will. (Fits perfectly)
    *   Sense 2: Need/require. (Doesn't fit; the author isn't saying we don't *need* to teach them, but that we don't *want* to).
    *   Sense 3: Hunt/look for. (Doesn't fit).
    *   Sense 4: Demand presence. (Doesn't fit).
    *   Sense 5: Lack/be deficient in. (Doesn't 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: reason
Target surface form: reason
Context:
Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the <t>reason</t> we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them.

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

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

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

reasoning_content:
*   Target lemma: `reason`
    *   Target surface form: `reason`
    *   Context: "And the <t>reason</t> we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs..."
    *   Sentence structure: "The reason [we do not want to] is that [effective education would require...]"

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

    *   The sentence says: "the reason we do not want to [teach children to read, write and reckon] is that [effective education would require us to relinquish some cherished metaphysical beliefs...]"
    *   This is explaining *why* something is the case (the cause/explanation for the lack of desire to teach).
    *   It fits the pattern "The reason [clause] is that [clause]".

    *   Sense 1 (rational motive for a belief or action) vs. Sense 2 (explanation of the cause of some phenomenon).
    *   Sense 1 focuses on the *motive* (the "why" behind a choice/action).
    *   Sense 2 focuses on the *explanation of the cause* (the "why" behind a phenomenon).
    *   In the context, "we do not want to" is a state/motive. The "reason" provided is the explanation for that state.
    *   Let's look at the examples again:
        *   Sense 1: "the reason that war was declared" (motive for action).
        *   Sense 2: "the reason a steady state was never reached was that..." (explanation of cause).
    *   The context "the reason we do not want to is that..." is very similar to "the reason a steady state was never reached was that...". It's explaining the cause of a situation.
    *   However, "not wanting to" is a motive/belief.
    *   Let's re-evaluate Sense 1: "a rational motive for a belief or action".
    *   Let's re-evaluate Sense 2: "an explanation of the cause of some phenomenon".
    *   Is "not wanting to teach" a "phenomenon" or an "action/belief"? It's a psychological state/motive.
    *   Wait, Sense 1 says "rational motive". Is the reason given ("relinquish some cherished metaphysical beliefs") a *rational* motive? The author seems to be critiquing it, but it is the motive driving the behavior.
    *   Actually, looking at WordNet's typical distinctions:
        *   Sense 1 (reason%1:16:00) is often used for the "why" behind a specific action or decision.
        *   Sense 2 (reason%1:10:01) is often used for the "why" behind a state of affairs or a scientific/logical cause.
    *   "The reason we do not want to is that..." explains the cause of the lack of desire.
    *   Let's compare:
        *   "The reason I'm late is that there was traffic." (Sense 2 - cause of phenomenon)
        *   "The reason I'm late is that I wanted to sleep in." (Sense 1 - motive for action)
    *   In the target sentence: "The reason we do not want to [teach] is that [we don't want to relinquish beliefs]." This is a motive for the state of not wanting to.

    *   Sense 1: rational motive for a belief or action.
    *   Sense 2: explanation of the cause of some phenomenon.
    *   The "phenomenon" here is the collective refusal/unwillingness to teach. The "reason" is the explanation for that phenomenon.
    *   Let's look at the examples again.
        *   Sense 1: "the reason that war was declared" (motive).
        *   Sense 2: "the reason a steady state was never reached was that..." (explanation of cause).
    *   The structure "The reason X is that Y" is classic for Sense 2.
    *   Let's check Sense 5: "a justification for something existing or happening". "He had no cause to complain." This doesn't fit as well as 1 or 2.

    *   Sense 1: `reason%1:16:00` (motive)
    *   Sense 2: `reason%1:10:01` (explanation of cause)
    *   The sentence "the reason we do not want to is that..." is explaining the cause of the unwillingness.
    *   If I say "The reason I didn't go is that I was tired," is that a motive (Sense 1) or an explanation of cause (Sense 2)? Usually, "tired" is the cause.
    *   If I say "The reason I didn't go is that I didn't like the host," that's a motive.
    *   In the text, the reason is "effective education would require us to relinquish some cherished metaphysical beliefs". This is the *cause* of the unwillingness.

    *   Sense 1: "a rational motive for a belief or action"
    *   Sense 2: "an explanation of the cause of some phenomenon"
    *   The "phenomenon" is the unwillingness to teach. The "explanation" is the need to relinquish beliefs.
    *   Wait, "rational motive" in Sense 1 might be too narrow if the author thinks the reason is irrational. But "reason" in this sense often just means "motive" regardless of whether it's actually rational.
    *   Let's look at the examples again.
        *   Sense 1: "the reason that war was declared"
        *   Sense 2: "the reason a steady state was never reached was that the back pressure built up too slowly"
    *   The target sentence "the reason we do not want to is that..." mirrors the structure of the Sense 2 example ("the reason [something happened/is the case] was that [explanation]").

    *   Sense 1: motive for action.
    *   Sense 2: explanation of cause.
    *   "We do not want to" is the state. The "reason" is the explanation for that state.
    *   Comparing "the reason that war was declared" (Sense 1) and "the reason a steady state was never reached" (Sense 2).
    *   "War was declared" is an action. "A steady state was never reached" is a state/phenomenon.
    *   "We do not want to" is a state of mind/phenomenon.
    *   Therefore, Sense 2 is a better fit.

    *   Sense 1: motive for action.
    *   Sense 2: explanation of cause.
    *   The sentence is explaining *why* the authors/society doesn't want to do something. This is an explanation of the cause of their unwillingness.

    *   Sense 1: `reason%1:16:00`
    *   Sense 2: `reason%1:10:01`
    *   Looking at other corpora or WordNet usage, "the reason... is that..." often maps to the "explanation of cause" sense.

    *   Sense 1: "a rational motive for a belief or action"
    *   Sense 2: "an explanation of the cause of some phenomenon"
    *   The "phenomenon" is the lack of desire to teach. The "explanation" is the conflict with metaphysical beliefs. This fits Sense 2 perfectly.

    *   Sense 5: "a justification for something existing or happening".
    *   "The reason we do not want to is that..." is not really a *justification* (which implies a defense), but an *explanation* of the cause.

    *   Sense 1: "the reason that war was declared"
    *   Sense 2: "the reason a steady state was never reached was that..."
    *   Target: "the reason we do not want to is that..."
    *   The target sentence structure is almost identical to the Sense 2 example.

    *   Sense 1: motive for action.
    *   Sense 2: explanation of cause.
    *   Is "not wanting to" an action? No, it's a state.
    *   Is "not wanting to" a phenomenon? Yes.
    *   Is the "reason" an explanation of the cause? Yes.

    *   Sense 1: `reason%1:16:00`
    *   Sense 2: `reason%1:10:01`
    *   Wait, let me double-check the "rational motive" part of Sense 1. If the author is saying the reason is actually a set of "cherished metaphysical beliefs" and "vested interests," they might be implying it's *not* a rational motive. This further pushes it toward Sense 2 (explanation of cause) rather than Sense 1 (rational motive).

    *   Sense 2: "an explanation of the cause of some phenomenon"
    *   This fits the context "the reason we do not want to is that..." best.


[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:
Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not <t>want</t> to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them.

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: "It's that we do not want to. And the reason we do not <t>want</t> to is that effective education would require us to relinquish some cherished metaphysical beliefs..."
    *   Candidate senses:
        1.  feel or have a desire for; want strongly (synonym: desire)
        2.  have need of (synonym: 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)
        5.  be without, lack; be deficient in (e.g., want courtesy)

    *   The sentence is: "And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs..."
    *   The "want to" refers back to "teach our children to read, write and reckon".
    *   The author is arguing that society lacks the *desire* or *will* to implement effective education because it would conflict with their beliefs and interests.
    *   This is a clear expression of desire or volition.

    *   Sense 1: "feel or have a desire for; want strongly" - Fits perfectly.
    *   Sense 2: "have need of" - Not about need, but about willingness/desire.
    *   Sense 3: "hunt or look for" - Not applicable.
    *   Sense 4: "wish or demand the presence of" - Not applicable.
    *   Sense 5: "be without, lack" - Not applicable.

    *   The context "do not want to [teach our children...]" clearly maps to "do not desire to".


[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: effective
Target surface form: effective
Context:
Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that <t>effective</t> education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them.

Candidate senses:
1. sense_key=effective%3:00:00:: | definition=producing or capable of producing an intended result or having a striking effect; -LewisMumford | synonyms=effectual, efficacious | examples=an air-cooled motor was more effective than a witch's broomstick for rapid long-distance transportation; effective teaching methods
2. sense_key=effective%5:00:00:competent:00 | definition=able to accomplish a purpose; functioning effectively; -G.B.Shaw | synonyms=efficient | examples=people who will do nothing unless they get something out of it for themselves are often highly effective persons...; effective personnel
3. sense_key=effective%5:00:00:efficacious:00 | definition=works well as a means or remedy | examples=an effective reprimand; a lotion that is effective in cases of prickly heat
4. sense_key=effective%5:00:00:operative:00 | definition=exerting force or influence | synonyms=good, in effect, in force | examples=the law is effective immediately; a warranty good for two years
5. sense_key=effective%5:00:00:actual:00 | definition=existing in fact; not theoretical; real | examples=a decline in the effective demand; confused increased equipment and expenditure with the quantity of effective work done
6. sense_key=effective%5:00:00:operational:00 | definition=ready for service | examples=the fort was held by about 100 effective soldiers

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: "effective"
    *   Context: "...effective education would require us to relinquish some cherished metaphysical beliefs..."
    *   Meaning: Education that actually works, produces the intended result (teaching children to read, write, and reckon).

    *   Sense 1: "producing or capable of producing an intended result or having a striking effect" (Synonyms: effectual, efficacious; Example: "effective teaching methods").
    *   Sense 2: "able to accomplish a purpose; functioning effectively" (Synonyms: efficient; Example: "effective personnel").
    *   Sense 3: "works well as a means or remedy" (Example: "an effective reprimand").
    *   Sense 4: "exerting force or influence" (Synonyms: good, in effect, in force; Example: "the law is effective immediately").
    *   Sense 5: "existing in fact; not theoretical; real" (Example: "effective demand").
    *   Sense 6: "ready for service" (Example: "effective soldiers").

    *   The context refers to "effective education," which means education that successfully achieves the goal of teaching children to read, write, and reckon.
    *   Sense 1 specifically mentions "producing or capable of producing an intended result" and gives the example "effective teaching methods." This aligns perfectly with "effective education."
    *   Sense 2 focuses more on the competence of a person ("effective personnel").
    *   Sense 3 focuses on a remedy or a specific action ("effective reprimand").
    *   Sense 4 is about laws or warranties.
    *   Sense 5 is about actual vs. theoretical.
    *   Sense 6 is about military readiness.

    *   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: education
Target surface form: education
Context:
Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective <t>education</t> would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them.

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: "Why ca not we teach our children to read, write and reckon? ... And the reason we do not want to is that effective <t>education</t> would require us to relinquish some cherished metaphysical beliefs..."
    *   Key phrase: "effective education would require us to relinquish..."

    *   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.
    *   Sense 5: `education%1:07:01` - the result of good upbringing (social behavior).
    *   Sense 6: `education%1:14:00` - the US federal department.

    *   The author is talking about *teaching* children to read, write, and reckon.
    *   The author argues that "effective education" (the act/process of teaching them these skills) would require changing beliefs about human nature.
    *   Is it the *process* of acquiring knowledge (Sense 3) or the *activities* of instructing (Sense 1)?
    *   "Effective education" in this context refers to the *method* or *act* of teaching/instructing children to achieve the goal of reading, writing, and reckoning.
    *   Sense 1 (activities of educating/instructing, pedagogy) fits better than Sense 3 (the gradual process of acquiring knowledge) because the focus is on the *effectiveness* of the instruction/teaching provided by the adults/system.
    *   Let's re-read: "Why ca not we teach our children... effective education would require us to relinquish..."
    *   If "education" here means "the act of teaching them", Sense 1 is the best fit.
    *   If "education" here means "the process of them learning", Sense 3 is the best fit.
    *   Usually, "effective education" refers to the pedagogical approach or the system of instruction.
    *   Synonyms for Sense 1: instruction, teaching, pedagogy. "Effective pedagogy" or "effective instruction" fits perfectly.

    *   Sense 1: activities of educating/instructing.
    *   Sense 3: gradual process of acquiring knowledge.
    *   The context is about the *act* of teaching ("Why ca not we teach..."). The "effective education" is the means to that end. This points strongly to Sense 1.

    *   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 word 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: require
Target surface form: require
Context:
Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would <t>require</t> us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them.

Candidate senses:
1. sense_key=require%2:42:00:: | definition=require as useful, just, or proper | synonyms=necessitate, ask, postulate, need, take, involve | examples=It takes nerve to do what she did; success usually requires hard work
2. sense_key=require%2:32:01:: | definition=consider obligatory; request and expect | synonyms=ask, expect | examples=We require our secretary to be on time; Aren't we asking too much of these children?
3. sense_key=require%2:32:00:: | definition=make someone do something | synonyms=command
4. sense_key=require%2:34:00:: | definition=have need of | synonyms=want, need | examples=This piano wants the attention of a competent tuner

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: `require`
    *   Context: "...effective education would <t>require</t> us to relinquish some cherished metaphysical beliefs..."
    *   Meaning: In this context, "require" means that for effective education to happen, it is necessary for us to relinquish certain beliefs. It's a condition or a necessity.

    *   Sense 1: `require as useful, just, or proper` | synonyms: `necessitate, ask, postulate, need, take, involve` | examples: "It takes nerve to do what she did; success usually requires hard work".
    *   Sense 2: `consider obligatory; request and expect` | synonyms: `ask, expect` | examples: "We require our secretary to be on time".
    *   Sense 3: `make someone do something` | synonyms: `command`.
    *   Sense 4: `have need of` | synonyms: `want, need` | examples: "This piano wants the attention of a competent tuner".

    *   The sentence says "effective education would require us to relinquish...".
    *   Does it mean "command" (Sense 3)? No, education isn't a person giving a command.
    *   Does it mean "consider obligatory/request and expect" (Sense 2)? No, it's not a boss requesting something from an employee.
    *   Does it mean "have need of" (Sense 4)? This is usually for objects or people needing something (like the piano example).
    *   Does it mean "necessitate" or "involve" (Sense 1)? Yes. "Effective education would necessitate that we relinquish..." or "Effective education involves us relinquishing...". This fits the "useful, just, or proper" (in the sense of being a necessary condition) definition.

    *   Sense 1: "success usually requires hard work" $\approx$ "effective education would require us to relinquish..." (Both describe a necessary condition for a goal).


[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: relinquish
Target surface form: relinquish
Context:
Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to <t>relinquish</t> some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them.

Candidate senses:
1. sense_key=relinquish%2:40:01:: | definition=part with a possession or right | synonyms=release, resign, free, give up | examples=I am relinquishing my bedroom to the long-term house guest; resign a claim to the throne
2. sense_key=relinquish%2:41:00:: | definition=do without or cease to hold or adhere to | synonyms=waive, forgo, forego, foreswear, dispense with | examples=We are dispensing with formalities; relinquish the old ideas
3. sense_key=relinquish%2:40:00:: | definition=turn away from; give up | synonyms=foreswear, renounce, quit | examples=I am foreswearing women forever
4. sense_key=relinquish%2:35:02:: | definition=release, as from one's grip | synonyms=let go of, let go, release | examples=Let go of the door handle, please!; relinquish your grip on the rope--you won't fall

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

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

reasoning_content:
*   Target word: "relinquish"
    *   Context: "...effective education would require us to <t>relinquish</t> some cherished metaphysical beliefs about human nature..."
    *   Meaning: To give up or stop holding certain beliefs.

    *   Sense 1: "part with a possession or right" (e.g., bedroom, claim to throne). (Physical possession or legal right).
    *   Sense 2: "do without or cease to hold or adhere to" (e.g., formalities, old ideas). (Abstract beliefs, habits, ideas).
    *   Sense 3: "turn away from; give up" (e.g., foreswearing women). (Often implies a moral or lifestyle renunciation).
    *   Sense 4: "release, as from one's grip" (e.g., door handle, rope). (Physical grip).

    *   The target is "relinquish some cherished metaphysical beliefs".
    *   Beliefs are abstract ideas.
    *   Sense 2 specifically mentions "cease to hold or adhere to" and gives the example "relinquish the old ideas". This matches "relinquish some cherished metaphysical beliefs" perfectly.
    *   Sense 3 ("turn away from") is similar but often carries a connotation of renouncing a person or a way of life (like "foreswearing women").
    *   Sense 1 and 4 are physical/legal and don't fit.

    *   Sense 2 is the best fit because it explicitly covers ceasing to hold ideas/beliefs.


[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: belief
Target surface form: beliefs
Context:
Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical <t>beliefs</t> about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them.

Candidate senses:
1. sense_key=belief%1:09:00:: | definition=any cognitive content held as true
2. sense_key=belief%1:09:01:: | definition=a vague idea in which some confidence is placed | synonyms=impression, feeling, notion, opinion | examples=his impression of her was favorable; what are your feelings about the crisis?

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: `belief`
    *   Target surface form: `beliefs`
    *   Context: "...effective education would require us to relinquish some cherished metaphysical <t>beliefs</t> about human nature in general and the human nature of young people in particular..."
    *   Candidate senses:
        1.  `belief%1:09:00::`: any cognitive content held as true.
        2.  `belief%1:09:01::`: a vague idea in which some confidence is placed (synonyms: impression, feeling, notion, opinion).

    *   The text mentions "cherished metaphysical beliefs about human nature".
    *   "Metaphysical beliefs" usually refers to fundamental assumptions or convictions about the nature of reality or existence.
    *   These are not described as "vague ideas" or "impressions" (Sense 2), but rather as core convictions or cognitive content held as true (Sense 1).
    *   The context suggests these beliefs are strong enough to "dominate our educational establishment," which aligns more with a conviction/cognitive content held as true than a mere "vague idea" or "feeling."

    *   Sense 1: "any cognitive content held as true" - This is a broad, general definition that covers convictions, tenets, and fundamental assumptions.
    *   Sense 2: "a vague idea in which some confidence is placed" - This is more about impressions or opinions (e.g., "my feeling is that...").

    *   "Metaphysical beliefs" are typically structured convictions, not vague impressions.
    *   Therefore, Sense 1 is the better 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: young
Target surface form: young
Context:
Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of <t>young</t> people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them.

Candidate senses:
1. sense_key=young%3:00:00:: | definition=(used of living things especially persons) in an early period of life or development or growth | synonyms=immature | examples=young people
2. sense_key=young%5:00:00:early:02 | definition=(of crops) harvested at an early stage of development; before complete maturity | synonyms=new | examples=new potatoes; young corn
3. sense_key=young%5:00:01:young:00 | definition=suggestive of youth; vigorous and fresh | synonyms=youthful, vernal | examples=he is young for his age
4. sense_key=young%5:00:00:new:00 | definition=being in its early stage | examples=a young industry; the day is still young
5. sense_key=young%5:00:00:inexperienced:00 | definition=not tried or tested by experience | synonyms=unseasoned, untested, untried | examples=unseasoned artillery volunteers; still untested in battle

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: `young`
    *   Target surface form: `young`
    *   Context: "...the human nature of <t>young</t> people in particular..."
    *   Candidate senses:
        1.  `(used of living things especially persons) in an early period of life or development or growth` (Synonym: immature; Example: young people)
        2.  `(of crops) harvested at an early stage of development` (Example: new potatoes)
        3.  `suggestive of youth; vigorous and fresh` (Synonyms: youthful, vernal; Example: he is young for his age)
        4.  `being in its early stage` (Example: a young industry)
        5.  `not tried or tested by experience` (Synonyms: unseasoned, untested)

    *   The phrase is "young people".
    *   The context discusses teaching children to read, write, and reckon, and beliefs about human nature and the nature of "young people".
    *   This clearly refers to people in an early period of their life.

    *   Sense 1: Specifically mentions "living things especially persons" and "early period of life". The example is "young people". This is a perfect match.
    *   Sense 2: Refers to crops. (Incorrect)
    *   Sense 3: Refers to being "suggestive of youth" or "vigorous" (e.g., "young for his age"). (Incorrect)
    *   Sense 4: Refers to things like industries or time. (Incorrect)
    *   Sense 5: Refers to lack of experience. (Incorrect)

    *   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: people
Target surface form: people
Context:
Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young <t>people</t> in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them.

Candidate senses:
1. sense_key=people%1:14:00:: | definition=(plural) any group of human beings (men or women or children) collectively | examples=old people; there were at least 200 people in the audience
2. sense_key=people%1:14:01:: | definition=the body of citizens of a state or country | synonyms=citizenry | examples=the Spanish people
3. sense_key=people%1:14:02:: | definition=members of a family line | examples=his people have been farmers for generations; are your people still alive?
4. sense_key=people%1:14:03:: | definition=the common people generally | synonyms=multitude, masses, mass, hoi polloi, the great unwashed | examples=separate the warriors from the mass; power to the people

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: "people"
    *   Target surface form: "people"
    *   Context: "...the human nature of young <t>people</t> in particular..."
    *   Candidate senses:
        1.  (plural) any group of human beings (men or women or children) collectively.
        2.  the body of citizens of a state or country (citizenry).
        3.  members of a family line.
        4.  the common people generally (masses).

    *   The phrase is "young people".
    *   "Young people" refers to human beings who are young (children, adolescents).
    *   It does not refer to a specific state's citizenry (Sense 2).
    *   It does not refer to a family line (Sense 3).
    *   It does not refer to the "masses" or "common people" in a socio-political sense (Sense 4).
    *   It refers to a group of human beings (Sense 1).

    *   Sense 1: "(plural) any group of human beings (men or women or children) collectively". This fits perfectly with "young people".


[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: violate
Target surface form: violate
Context:
Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to <t>violate</t> some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them.

Candidate senses:
1. sense_key=violate%2:42:00:: | definition=fail to agree with; be in violation of; as of rules or patterns | synonyms=go against, break | examples=This sentence violates the rules of syntax
2. sense_key=violate%2:41:00:: | definition=act in disregard of laws, rules, contracts, or promises | synonyms=transgress, offend, infract, go against, breach, break | examples=offend all laws of humanity; violate the basic laws or human civilization
3. sense_key=violate%2:35:00:: | definition=destroy | examples=Don't violate my garden; violate my privacy
4. sense_key=violate%2:41:02:: | definition=violate the sacred character of a place or language | synonyms=desecrate, profane, outrage | examples=desecrate a cemetery; violate the sanctity of the church
5. sense_key=violate%2:41:01:: | definition=force (someone) to have sex against their will | synonyms=rape, ravish, assault, dishonor, dishonour, outrage | examples=The woman was raped on her way home at night
6. sense_key=violate%2:35:01:: | definition=destroy and strip of its possession | synonyms=rape, spoil, despoil, plunder | examples=The soldiers raped the beautiful country

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: `violate`
    *   Context: "...effective education would require us to relinquish some cherished metaphysical beliefs about human nature... as well as to <t>violate</t> some cherished vested interests."
    *   Target surface form: `violate`

    *   Sense 1: fail to agree with; be in violation of; as of rules or patterns (e.g., "violates the rules of syntax").
    *   Sense 2: act in disregard of laws, rules, contracts, or promises (e.g., "offend all laws of humanity").
    *   Sense 3: destroy (e.g., "violate my garden; violate my privacy").
    *   Sense 4: violate the sacred character of a place or language (e.g., "desecrate a cemetery").
    *   Sense 5: force (someone) to have sex against their will (rape).
    *   Sense 6: destroy and strip of its possession (plunder).

    *   The phrase is "violate some cherished vested interests."
    *   "Vested interests" are established rights, advantages, or privileges.
    *   To "violate" them in this context means to disregard, infringe upon, or act against them.
    *   Comparing this to the senses:
        *   Sense 1 is about rules/patterns (syntax).
        *   Sense 2 is about laws, rules, contracts, or promises. Vested interests are similar to rights or contracts/promises in a broad sense (established advantages).
        *   Sense 3 is about destroying or invading privacy/space.
        *   Sense 4 is about desecration.
        *   Sense 5 is sexual assault.
        *   Sense 6 is plundering.

    *   Sense 2 ("act in disregard of laws, rules, contracts, or promises") fits best because "vested interests" are essentially established claims or rights. To violate them is to act in disregard of those established advantages.
    *   Sense 1 is more about a state of being (failing to agree) rather than an action (acting in disregard).
    *   Sense 3 ("destroy") is possible, but "violate" in the context of interests usually means to infringe upon or disregard them rather than physically destroy them.

    *   "violate some cherished vested interests"
    *   Synonyms for Sense 2: transgress, offend, infract, go against, breach, break.
    *   "Breach some cherished vested interests" or "go against some cherished vested interests" makes sense.

    *   Sense 1: "fail to agree with" (passive/state)
    *   Sense 2: "act in disregard of" (active)
    *   The context "require us to... violate" implies an action.

    *   Sense 2 is the most appropriate for "violating interests" (infringing upon rights/privileges).


[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: belief
Target surface form: beliefs
Context:
Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These <t>beliefs</t> so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them. Here is an example.

Candidate senses:
1. sense_key=belief%1:09:00:: | definition=any cognitive content held as true
2. sense_key=belief%1:09:01:: | definition=a vague idea in which some confidence is placed | synonyms=impression, feeling, notion, opinion | examples=his impression of her was favorable; what are your feelings about the crisis?

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: `belief`
    *   Target surface form: `beliefs`
    *   Context: "...effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular... These beliefs so dominate our educational establishment..."
    *   Candidate senses:
        1.  `belief%1:09:00::`: any cognitive content held as true.
        2.  `belief%1:09:01::`: a vague idea in which some confidence is placed (synonyms: impression, feeling, notion, opinion).

    *   The text mentions "cherished metaphysical beliefs about human nature".
    *   Metaphysical beliefs are typically structured convictions or propositions held to be true about the nature of reality/existence.
    *   The text says these beliefs "dominate our educational establishment," suggesting they are foundational principles or convictions rather than just "vague ideas" or "impressions."

    *   Sense 1: "any cognitive content held as true." This is a broad, general definition that covers convictions, tenets, and metaphysical beliefs.
    *   Sense 2: "a vague idea in which some confidence is placed." Synonyms like "impression" or "feeling" don't fit "metaphysical beliefs" as well as the general "held as true" definition. Metaphysical beliefs are usually presented as truths or axioms, not just vague impressions.

    *   The context refers to "metaphysical beliefs," which are cognitive contents (propositions/ideas) held as true.
    *   Sense 1 is the most accurate 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: so
Target surface form: so
Context:
Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs <t>so</t> dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them. Here is an example.

Candidate senses:
1. sense_key=so%4:02:02:: | definition=to a very great extent or degree | examples=the idea is so obvious; never been so happy
2. sense_key=so%4:02:06:: | definition=in a manner that facilitates | examples=he observed the snakes so he could describe their behavior; he stooped down so he could pick up his hat
3. sense_key=so%4:02:05:: | definition=in such a condition or manner, especially as expressed or implied | examples=They're happy and I hope they will remain so; so live your life that old age will bring no regrets
4. sense_key=so%4:02:07:: | definition=to a certain unspecified extent or degree | examples=I can only go so far with this student; can do only so much in a day
5. sense_key=so%4:02:08:: | definition=in the same way; also | examples=I was offended and so was he; worked hard and so did she
6. sense_key=so%4:02:04:: | definition=in the way indicated; ; ; (`thusly' is a nonstandard variant) | synonyms=thus, thusly | examples=hold the brush so; set up the pieces thus
7. sense_key=so%4:02:03:: | definition=(usually followed by `that') to an extent or degree as expressed | examples=he was so tired he could hardly stand; so dirty that it smells
8. sense_key=so%4:02:09:: | definition=subsequently or soon afterward (often used as sentence connectors) | synonyms=then, and so, and then | examples=then he left; go left first, then right
9. sense_key=so%4:02:10:: | definition=(used to introduce a logical conclusion) from that fact or reason or as a result | synonyms=therefore, hence, thence, thus | examples=therefore X must be true; the eggs were fresh and hence satisfactory
10. sense_key=so%4:02:00:: | definition=in truth (often tends to intensify) | synonyms=indeed | examples=they said the car would break down and indeed it did; it is very cold indeed

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": 7}
```

reasoning_content:
*   Target lemma: "so"
    *   Target surface form: "so"
    *   Context: "These beliefs <t>so</t> dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them."

    *   The sentence structure is: "These beliefs **so** dominate [objects] **that** it seems almost blasphemous to challenge them."
    *   This is a classic "so [adjective/verb] that [result]" construction.
    *   The word "so" here modifies the verb "dominate" to indicate the degree of domination, which leads to the result (it seems blasphemous to challenge them).

    *   Sense 1: "to a very great extent or degree" (e.g., "the idea is so obvious"). This is close, but doesn't explicitly mention the "that" clause.
    *   Sense 2: "in a manner that facilitates" (purpose). Not applicable.
    *   Sense 3: "in such a condition or manner" (e.g., "remain so"). Not applicable.
    *   Sense 4: "to a certain unspecified extent or degree" (e.g., "can only go so far"). Not applicable.
    *   Sense 5: "in the same way; also" (e.g., "so was he"). Not applicable.
    *   Sense 6: "in the way indicated" (thus). Not applicable.
    *   Sense 7: "(usually followed by `that') to an extent or degree as expressed" (e.g., "so tired he could hardly stand"). This matches perfectly.
    *   Sense 8: "subsequently or soon afterward" (then). Not applicable.
    *   Sense 9: "from that fact or reason or as a result" (therefore). Not applicable.
    *   Sense 10: "in truth" (indeed). Not applicable.

    *   The context "so dominate... that it seems..." aligns exactly with Sense 7: "(usually followed by `that') to an extent or degree as expressed".


[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: educational
Target surface form: educational
Context:
Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our <t>educational</t> establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them. Here is an example.

Candidate senses:
1. sense_key=educational%3:01:00:: | definition=relating to the process of education | examples=educational psychology
2. sense_key=educational%5:00:00:instructive:00 | definition=providing knowledge | examples=an educational film

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: "educational"
    *   Target surface form: "educational"
    *   Context: "...These beliefs so dominate our <t>educational</t> establishment, our media, our politicians, and even our parents..."
    *   Candidate senses:
        1.  `educational%3:01:00::` (relating to the process of education) - Example: "educational psychology"
        2.  `educational%5:00:00:instructive:00` (providing knowledge) - Example: "an educational film"

    *   The phrase is "educational establishment".
    *   "Educational establishment" refers to the system, institutions, and people involved in the process of education (schools, universities, boards of education, etc.).
    *   It does *not* mean the establishment is "providing knowledge" (instructive) in the way a film or a book is. Instead, it describes the *nature* or *domain* of the establishment.

    *   Sense 1: "relating to the process of education". This fits perfectly. An "educational establishment" is an establishment relating to the process of education.
    *   Sense 2: "providing knowledge" (instructive). This describes something that *teaches* you something (like a documentary). An "establishment" isn't typically described as "instructive" in this context; it's the system itself.

    *   Sense 1 is the correct 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: establishment
Target surface form: establishment
Context:
Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational <t>establishment</t>, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them. Here is an example.

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

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

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

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

reasoning_content:
*   Target word: "establishment"
    *   Context: "These beliefs so dominate our educational <t>establishment</t>, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them."
    *   Surrounding words: "educational establishment", "media", "politicians", "parents".

    *   Sense 1: The act of forming or establishing something (process).
    *   Sense 2: An organization founded and united for a specific purpose (institution).
    *   Sense 3: The persons (or committees or departments etc.) who make up a body for the purpose of administering something (administration, governing body, "the brass").
    *   Sense 4: A public or private structure (buildings and equipment).
    *   Sense 5: Any large organization.
    *   Sense 6: Ecology (plant/animal establishment).
    *   Sense 7: Cognitive process of establishing a proof.

    *   The context refers to "our educational establishment" alongside "our media" and "our politicians".
    *   This usage refers to the people in power, the administrative structure, or the entrenched system of authority within education.
    *   Sense 3 ("the persons... who make up a body for the purpose of administering something", synonyms: "administration", "governing body", "brass") fits the idea of the "establishment" as the ruling or administrative class/system.
    *   Sense 2 ("an organization founded and united for a specific purpose") is too generic.
    *   Sense 5 ("any large organization") is also too generic.
    *   Sense 4 ("structure/buildings") is clearly wrong.
    *   Sense 1 ("act of forming") is clearly wrong.

    *   "The establishment" (often capitalized or used with "the") typically refers to the group of people in a society who have the most power and influence.
    *   In "educational establishment", it refers to the people who run the education system (administrators, policymakers, etc.).
    *   Sense 3 specifically mentions "the persons... who make up a body for the purpose of administering something" and lists "administration" and "governing body" as synonyms. This aligns perfectly with the context of beliefs dominating the people/system in charge.

    *   Sense 2: "an organization founded and united for a specific purpose" (e.g., a charity).
    *   Sense 3: "the persons... who make up a body for the purpose of administering something" (e.g., the administration).
    *   Sense 5: "any large organization".
    *   The context "dominate our educational establishment, our media, our politicians" strongly suggests the *people* or the *power structure* rather than just a generic organization or a building. Sense 3 is the most precise fit for the "power structure/administration" meaning.


[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: politician
Target surface form: politicians
Context:
Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our <t>politicians</t>, and even our parents that it seems almost blasphemous to challenge them. Here is an example.

Candidate senses:
1. sense_key=politician%1:18:01:: | definition=a leader engaged in civil administration
2. sense_key=politician%1:18:00:: | definition=a person active in party politics | synonyms=politico, pol, political leader
3. sense_key=politician%1:18:02:: | definition=a schemer who tries to gain advantage in an organization in sly or underhanded ways

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

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

reasoning_content:
*   Target word: "politicians" (lemma: politician)
    *   Context: "These beliefs so dominate our educational establishment, our media, our <t>politicians</t>, and even our parents that it seems almost blasphemous to challenge them."
    *   Surrounding context: The author is discussing education, metaphysical beliefs about human nature, and vested interests. The "beliefs" dominate various societal pillars: educational establishment, media, politicians, and parents.

    *   Sense 1: `politician%1:18:01` - a leader engaged in civil administration.
    *   Sense 2: `politician%1:18:00` - a person active in party politics (synonyms: politico, pol, political leader).
    *   Sense 3: `politician%1:18:02` - a schemer who tries to gain advantage in an organization in sly or underhanded ways.

    *   The context lists "politicians" alongside "educational establishment," "media," and "parents."
    *   It refers to the people who hold power or influence in society and are influenced by certain beliefs.
    *   Sense 1 (civil administration) is too narrow (focuses on administration).
    *   Sense 3 (schemer) is pejorative and implies a specific type of behavior (sly/underhanded) that isn't necessarily implied here; the author is talking about people who hold beliefs, not necessarily people scheming for advantage.
    *   Sense 2 (person active in party politics) is the general, standard meaning of "politician" as a member of the political class/profession.

    *   The author is talking about the societal structures and the people who run them (the "establishment"). "Politicians" in this list refers to the political class/leaders. Sense 2 is the most fitting general description.


[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: even
Target surface form: even
Context:
Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and <t>even</t> our parents that it seems almost blasphemous to challenge them. Here is an example.

Candidate senses:
1. sense_key=even%4:02:00:: | definition=used as an intensive especially to indicate something unexpected | examples=even an idiot knows that; declined even to consider the idea
2. sense_key=even%4:02:03:: | definition=in spite of; notwithstanding | examples=even when he is sick, he works; even with his head start she caught up with him
3. sense_key=even%4:02:01:: | definition=to a greater degree or extent; used with comparisons | synonyms=yet, still | examples=looked sick and felt even worse; an even (or still) more interesting problem
4. sense_key=even%4:02:04:: | definition=to the full extent | examples=loyal even unto death

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: "even"
    *   Target surface form: "even"
    *   Context: "These beliefs so dominate our educational establishment, our media, our politicians, and <t>even</t> our parents that it seems almost blasphemous to challenge them."
    *   Candidate senses:
        1.  `even%4:02:00::`: used as an intensive especially to indicate something unexpected (e.g., "even an idiot knows that").
        2.  `even%4:02:03::`: in spite of; notwithstanding (e.g., "even when he is sick").
        3.  `even%4:02:01::`: to a greater degree or extent; used with comparisons (e.g., "even worse").
        4.  `even%4:02:04::`: to the full extent (e.g., "loyal even unto death").

    *   The sentence lists groups dominated by certain beliefs: "educational establishment, our media, our politicians, and even our parents".
    *   The word "even" here is used to emphasize that the domination extends to a group (parents) that might be unexpected or surprising in this context (since parents are usually expected to want the best education for their children).
    *   It functions as an intensive to highlight an unexpected inclusion in the list.

    *   Sense 1: "used as an intensive especially to indicate something unexpected". This matches perfectly.
    *   Sense 2: "in spite of; notwithstanding". This doesn't fit the grammatical structure (it's not "even though our parents...").
    *   Sense 3: "to a greater degree or extent; used with comparisons". There is no comparison (like "even more") here.
    *   Sense 4: "to the full extent". This doesn't fit the context of listing groups.

    *   The use of "even" in "and even our parents" is a classic example of using "even" to indicate that the final item in the list is surprising or extreme. This aligns with Sense 1.


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

[User]
Target lemma: parent
Target surface form: parents
Context:
Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our <t>parents</t> that it seems almost blasphemous to challenge them. Here is an example.

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}.

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

reasoning_content:
*   Target lemma: `parent`
    *   Target surface form: `parents`
    *   Context: "Why ca not we teach our children to read, write and reckon? ... These beliefs so dominate our educational establishment, our media, our politicians, and even our <t>parents</t> that it seems almost blasphemous to challenge them."
    *   Candidate senses:
        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.
        2.  `parent%1:03:00::`: an organism (plant or animal) from which younger ones are obtained.

    *   The text discusses teaching "our children" to read, write, and reckon.
    *   It mentions "educational establishment," "media," "politicians," and "parents."
    *   In this context, "parents" refers to the human fathers and mothers of the children being discussed.

    *   Sense 1: Human father/mother/guardian. (Fits perfectly)
    *   Sense 2: Biological organism (general, including plants). (Too broad/biological; doesn't fit the social/educational context).

    *   The correct sense is Sense 1.


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

[User]
Target lemma: seem
Target surface form: seems
Context:
Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it <t>seems</t> almost blasphemous to challenge them. Here is an example.

Candidate senses:
1. sense_key=seem%2:39:00:: | definition=give a certain impression or have a certain outward aspect | synonyms=look, appear | examples=She seems to be sleeping; This appears to be a very difficult problem
2. sense_key=seem%2:39:01:: | definition=seem to be true, probable, or apparent | synonyms=appear | examples=It seems that he is very gifted; It appears that the weather in California is very bad
3. sense_key=seem%2:42:00:: | definition=appear to exist | examples=There seems no reason to go ahead with the project now
4. sense_key=seem%2:39:02:: | definition=appear to one's own mind or opinion | examples=I seem to be misunderstood by everyone; I can't seem to learn these Chinese characters

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: `seem`
    *   Target surface form: `seems`
    *   Context: "...These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it <t>seems</t> almost blasphemous to challenge them."

    *   Sense 1: `give a certain impression or have a certain outward aspect` (look, appear). Example: "She seems to be sleeping." (Focus on outward appearance/impression of a person or thing).
    *   Sense 2: `seem to be true, probable, or apparent`. Example: "It seems that he is very gifted." (Focus on a general impression of a situation or fact).
    *   Sense 3: `appear to exist`. Example: "There seems no reason to go ahead..." (Focus on existence).
    *   Sense 4: `appear to one's own mind or opinion`. Example: "I seem to be misunderstood..." (Focus on subjective perception).

    *   The sentence is: "...it seems almost blasphemous to challenge them."
    *   Structure: "it seems [adjective] to [verb]".
    *   This is an impersonal construction where "it" is a dummy subject.
    *   The meaning is: "It appears to be true/apparent that challenging them is almost blasphemous."
    *   Comparing with Sense 2: "It seems that he is very gifted" matches the structure and meaning (it appears to be true/apparent).
    *   Comparing with Sense 1: This is not about an outward physical aspect or a specific person's appearance.
    *   Comparing with Sense 3: This is not about whether something exists (like "there seems to be").
    *   Comparing with Sense 4: This is not about the speaker's internal struggle or personal feeling of being misunderstood.

    *   Sense 2 is the best fit for the impersonal "it seems [adjective] to..." construction, indicating that something appears to be true or apparent.


[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: blasphemous
Target surface form: blasphemous
Context:
Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost <t>blasphemous</t> to challenge them. Here is an example.

Candidate senses:
1. sense_key=blasphemous%5:00:00:irreverent:00 | definition=grossly irreverent toward what is held to be sacred | synonyms=profane, sacrilegious | examples=blasphemous rites of a witches' Sabbath; profane utterances against the Church
2. sense_key=blasphemous%5:00:00:dirty:02 | definition=characterized by profanity or cursing | synonyms=blue, profane | examples=foul-mouthed and blasphemous; blue language

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 word: "blasphemous"
    *   Context: "These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost <t>blasphemous</t> to challenge them."
    *   Meaning in context: The author is talking about "cherished metaphysical beliefs" that are so deeply held (almost like sacred dogmas) that questioning them is seen as a grave offense or an act of irreverence toward something treated as sacred.

    *   Sense 1: "grossly irreverent toward what is held to be sacred" (Synonyms: profane, sacrilegious).
    *   Sense 2: "characterized by profanity or cursing" (Synonyms: blue, profane).

    *   The context is about challenging deeply held beliefs (metaphysical beliefs about human nature).
    *   It is not about using "blue language" or "cursing" (Sense 2).
    *   It is about the *act* of challenging something that is treated as sacred/untouchable (Sense 1).

    *   Sense 1 fits perfectly. The beliefs are treated as sacred, and challenging them is seen as irreverent.