[User]
Which numbered sense of "romantic" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

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

Senses:
1. definition=belonging to or characteristic of Romanticism or the Romantic Movement in the arts | synonyms=romanticist, romanticistic | examples=romantic poetry
2. definition=expressive of or exciting sexual love or romance | synonyms=amatory, amorous | examples=her amatory affairs; amorous glances
3. definition=not sensible about practical matters; idealistic and unrealistic | synonyms=quixotic, wild-eyed | examples=as quixotic as a restoration of medieval knighthood; a romantic disregard for money

reasoning_content:
*   Context: A passage discussing "creativity" in education, criticizing it as a "romantic rebellion against disciplined instruction" and referring to "romantic extravagance" that parents find attractive.
    *   Target word: "romantic" (in "romantic extravagance").
    *   Senses provided:
        1.  Related to Romanticism/Romantic Movement (arts/poetry).
        2.  Related to sexual love/romance.
        3.  Not sensible about practical matters; idealistic and unrealistic (quixotic).

    *   The author is criticizing a view of education that prioritizes "self-expression" and "self-esteem" over "disciplined instruction."
    *   The author calls this a "romantic rebellion" and "romantic extravagance."
    *   The context suggests that this approach is unrealistic, impractical, and based on an idealized notion of "latent talents" and "potentialities inherent in the souls of all our children."
    *   The author contrasts this "romantic extravagance" with "common sense" and "decent education as traditionally understood."

    *   Sense 1 (Romanticism): While the "Romantic Movement" often emphasized emotion and individuality, the context here is more about the *quality* of being unrealistic or idealistic rather than a specific literary or artistic movement.
    *   Sense 2 (Sexual love): Completely irrelevant.
    *   Sense 3 (Idealistic/Unrealistic): This fits perfectly. The author is describing an approach to education that is impractical, overly idealistic, and lacks common sense.

    *   The word "romantic" here means idealistic and unrealistic (Sense 3).


attempt_kind: initial

status: success

[User]
Which numbered sense of "so" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

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

Senses:
1. definition=to a very great extent or degree | examples=the idea is so obvious; never been so happy
2. 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. 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. 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. definition=in the same way; also | examples=I was offended and so was he; worked hard and so did she
6. definition=in the way indicated; ; ; (`thusly' is a nonstandard variant) | synonyms=thus, thusly | examples=hold the brush so; set up the pieces thus
7. 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. 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. 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. 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

finish_reason: stop

role: assistant

reasoning_content:
*   Context: "It is not surprising that parents find this romantic extravagance <t>so</t> attractive."
    *   Target word: "so"

    *   Sense 1: to a very great extent or degree (e.g., "the idea is so obvious").
    *   Sense 2: in a manner that facilitates (e.g., "so he could describe").
    *   Sense 3: in such a condition or manner (e.g., "remain so").
    *   Sense 4: to a certain unspecified extent or degree (e.g., "go so far").
    *   Sense 5: in the same way; also (e.g., "so was he").
    *   Sense 6: in the way indicated (e.g., "hold the brush so").
    *   Sense 7: (usually followed by 'that') to an extent or degree as expressed (e.g., "so tired that...").
    *   Sense 8: subsequently or soon afterward (e.g., "and so then").
    *   Sense 9: (logical conclusion) therefore (e.g., "and so X must be true").
    *   Sense 10: in truth; indeed (e.g., "indeed it did").

    *   "It is not surprising that parents find this romantic extravagance <t>so</t> attractive."
    *   Here, "so" modifies the adjective "attractive".
    *   It means "very attractive" or "to a great extent attractive".

    *   Sense 1: "to a very great extent or degree" (Example: "the idea is so obvious"). This matches perfectly.
    *   Sense 7: "(usually followed by 'that') to an extent or degree as expressed". There is no "that" clause following "attractive" in this sentence.

    *   The word "so" in "so attractive" is used as an intensifier meaning "very" or "to a great extent". This aligns with Sense 1.

currency: USD

source: unavailable


[User]
Which numbered sense of "attractive" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

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

Senses:
1. definition=pleasing to the eye or mind especially through beauty or charm | examples=a remarkably attractive young man; an attractive personality
2. definition=having power to arouse interest | examples=an attractive opportunity; the job is attractive because of the pay
3. definition=having the properties of a magnet; the ability to draw or pull | examples=an attractive force

reasoning_content:
*   Context: A passage discussing "creativity" in education, criticizing the romanticized view of it as self-expression and the rejection of disciplined instruction. It mentions that parents find this "romantic extravagance" (the idea of latent talents and undefined potentialities) "attractive."
    *   Target word: "attractive" (marked with `<t></t>`).
    *   Senses provided:
        1.  Pleasing to the eye or mind (beauty/charm).
        2.  Having power to arouse interest (appealing, desirable).
        3.  Magnetic properties.

    *   The sentence is: "It is not surprising that parents find this romantic extravagance so <t>attractive</t>."
    *   "Romantic extravagance" refers to the idea that children have "latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children."
    *   Parents find this idea appealing or desirable because it sounds good, even if the author thinks it's misguided.

    *   Sense 1: Pleasing to the eye or mind (beauty/charm). While "romantic extravagance" might be "pleasing to the mind," this sense usually refers to aesthetic beauty or a charming personality.
    *   Sense 2: Having power to arouse interest (appealing, desirable). This fits well. The idea is appealing to parents; it's an attractive prospect or notion.
    *   Sense 3: Magnetic properties. Definitely not this.

    *   Is it "beautiful" (Sense 1) or "appealing/desirable" (Sense 2)?
    *   In the context of an idea or a notion (like "romantic extravagance"), "attractive" usually means it has a strong appeal or is enticing.
    *   Example for Sense 2: "an attractive opportunity."
    *   Example for Sense 1: "an attractive young man."
    *   The "romantic extravagance" is an idea/concept. Ideas are typically "attractive" in the sense of being appealing or enticing (Sense 2).

    *   Sense 2 is the best fit.


[User]
Which numbered sense of "same" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

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

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

reasoning_content:
*   Context: "Fortunately, these <t>same</t> parents do want their children to get a decent education as traditionally understood..."
    *   Target word: "same"
    *   Referent: "these same parents" refers back to the "parents" mentioned in the previous sentence ("It is not surprising that parents find this romantic extravagance so attractive").

    *   Sense 1: "same in identity" (e.g., the same man I saw yesterday). This refers to the exact same individual or group of individuals already mentioned.
    *   Sense 2: "closely similar or comparable in kind or quality or quantity or degree" (e.g., curtains the same color). This refers to similarity, not identity.
    *   Sense 3: "equal in amount or value" (e.g., like amounts). This refers to quantity/value.
    *   Sense 4: "unchanged in character or nature" (e.g., the village stayed the same). This refers to stability over time.

    *   The phrase "these same parents" refers to the specific group of parents who find the romantic extravagance attractive. It is referring to the *identity* of the parents.
    *   It's not saying they are "similar" parents (Sense 2), "equal in amount" (Sense 3), or "unchanged" (Sense 4). It's identifying them as the same people previously discussed.

    *   Sense 1 fits perfectly: "same in identity".


[User]
Which numbered sense of "parent" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

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

Senses:
1. 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. definition=an organism (plant or animal) from which younger ones are obtained

reasoning_content:
*   Context: A passage discussing education, "creativity," "self-expression," and the role of parents in wanting a decent education for their children.
    *   Target word: "parents" (marked with `<t></t>`).
    *   Senses provided:
        1.  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.  An organism (plant or animal) from which younger ones are obtained.

    *   The sentence is: "Fortunately, these same <t>parents</t> do want their children to get a decent education as traditionally understood..."
    *   The context refers to people who have children and are concerned about their education.

    *   Sense 1 refers to human parents (father/mother/guardian).
    *   Sense 2 refers to biological parents in a general biological/botanical sense (organism).

    *   The context is clearly about human parents in the context of education and child-rearing.
    *   Sense 1 is the correct fit.


[User]
Which numbered sense of "want" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

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

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

reasoning_content:
*   Context: "Fortunately, these same parents do <t>want</t> their children to get a decent education as traditionally understood..."
    *   Target word: "want"
    *   Senses provided:
        1.  feel or have a desire for; want strongly (synonym: desire)
        2.  have need of (synonym: need, require)
        3.  hunt or look for (e.g., wanted by FBI)
        4.  wish or demand the presence of (e.g., I want you here)
        5.  be without, lack (e.g., want courtesy)

    *   The sentence says: "Fortunately, these same parents do want their children to get a decent education..."
    *   This means the parents *desire* or *wish* for their children to receive a decent education.

    *   Sense 1: "feel or have a desire for; want strongly" -> Fits perfectly.
    *   Sense 2: "have need of" -> While they might "need" it, the context of "do want" (emphasizing desire/will) aligns better with Sense 1.
    *   Sense 3: "hunt or look for" -> Incorrect.
    *   Sense 4: "wish or demand the presence of" -> Incorrect.
    *   Sense 5: "be without, lack" -> Incorrect.

    *   The parents *desire* that their children get a decent education. This is a classic use of "want" as "desire."


[User]
Which numbered sense of "child" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

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

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

reasoning_content:
*   Context: "...potentialities inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same parents do want their <t>children</t> to get a decent education as traditionally understood..."
    *   Target word: "children" (plural of child).
    *   Surrounding context: "parents do want their children to get a decent education".

    *   Sense 1: a young person of either sex (kid, youngster, minor).
    *   Sense 2: a human offspring (son or daughter) of any age.
    *   Sense 3: an immature childish person (baby).
    *   Sense 4: a member of a clan or tribe.

    *   The text mentions "parents" wanting "their children" to get an education.
    *   This implies a familial relationship (offspring).
    *   While the children are likely young (since they are getting an education), the primary relationship being highlighted here is that of parent and offspring.
    *   Let's compare Sense 1 and Sense 2.
        *   Sense 1 is a general term for young people.
        *   Sense 2 is specifically about the relationship to parents (offspring).
    *   The phrase "their children" strongly points to Sense 2 (offspring).

    *   "parents do want their children to get a decent education"
    *   "their children" = the offspring of those parents.
    *   Sense 2: "a human offspring (son or daughter) of any age".

    *   Sense 1: "a young person of either sex". (Possible, but "their children" usually implies offspring).
    *   Sense 2: "a human offspring (son or daughter) of any age". (Fits perfectly with "parents").
    *   Sense 3: "an immature childish person". (Incorrect).
    *   Sense 4: "a member of a clan or tribe". (Incorrect).

    *   In the sentence "parents do want their children to get a decent education", "children" refers to the offspring of the parents. This aligns best with Sense 2.


[User]
Which numbered sense of "get" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

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

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

reasoning_content:
*   Context: "Fortunately, these same parents do want their children to <t>get</t> a decent education as traditionally understood..."
    *   Target word: "get"
    *   Meaning in context: The parents want their children to *receive* or *acquire* a decent education.

    *   1: come into the possession of something concrete or abstract (acquire) - *Possible*
    *   2: enter or assume a certain state or condition (become) - *No*
    *   3: cause to move (let, have) - *No*
    *   4: receive a specified treatment (abstract) (receive, find, obtain, incur) - *Possible*
    *   5: reach a destination (arrive) - *No*
    *   6: go or come after and bring or take back (fetch) - *No*
    *   7: go through (mental or physical states or experiences) (experience, receive, have) - *Possible*
    *   8: take vengeance on (pay back) - *No*
    *   9: achieve a point or goal (have, make) - *No*
    *   10: cause to do (induce) - *No*
    *   11: succeed in catching or seizing (catch) - *No*
    *   12: come to have or undergo a change of (physical features) (grow) - *No*
    *   13: be stricken by an illness (contract) - *No*
    *   14: communicate with a place or person (establish communication) - *No*
    *   15: give certain properties to something (make) - *No*
    *   16: move into a desired direction of discourse (drive) - *No*
    *   17: grasp with the mind (catch) - *No*
    *   18: attract and fix (catch) - *No*
    *   19: reach with a blow (catch) - *No*
    *   20: reach by calculation - *No*
    *   21: acquire as a result of some effort or action - *Possible*
    *   22: purchase - *No*
    *   23: perceive by hearing (catch) - *No*
    *   24: suffer from the receipt of (catch) - *No*
    *   25: receive as a retribution or punishment - *No*
    *   26: leave immediately (scram) - *No*
    *   27: reach and board - *No*
    *   28: irritate - *No*
    *   29: evoke an emotional response - *No*
    *   30: apprehend and reproduce accurately (catch) - *No*
    *   31: earn or achieve a base (draw) - *No*
    *   32: overcome or destroy - *No*
    *   33: be a mystery or bewildering to (perplex) - *No*
    *   34: take the first step (begin) - *No*
    *   35: undergo (injuries and illnesses) (suffer) - *No*
    *   36: make children (beget) - *No*

    *   Sense 1: "come into the possession of something concrete or abstract | synonyms=acquire | examples=She got a lot of paintings from her uncle; They acquired a new pet"
    *   Sense 4: "receive a specified treatment (abstract) | synonyms=receive, find, obtain, incur | examples=These aspects of civilization do not find expression or receive an interpretation; His movie received a good review"
    *   Sense 7: "go through (mental or physical states or experiences) | synonyms=experience, receive, have | examples=get an idea; experience vertigo"
    *   Sense 21: "acquire as a result of some effort or action | examples=You cannot get water out of a stone; Where did she get these news?"

    *   "get a decent education"
    *   Is it "come into the possession of something abstract" (Sense 1)? Yes, education is abstract.
    *   Is it "receive a specified treatment (abstract)" (Sense 4)? Education can be seen as a treatment or process, but "receive a decent education" is more about acquisition.
    *   Is it "go through (mental or physical states or experiences)" (Sense 7)? Education is an experience, but "get an education" usually means acquiring the knowledge/degree.
    *   Is it "acquire as a result of some effort or action" (Sense 21)? Yes, education is acquired through effort.

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

    Let's look at the examples for Sense 1: "She got a lot of paintings from her uncle; They acquired a new pet." (These are concrete).
    Let's look at the examples for Sense 21: "You cannot get water out of a stone; Where did she get these news?" (These are more about obtaining something through a specific means or effort).

    Wait, let's re-examine Sense 1 again: "come into the possession of something concrete or abstract | synonyms=acquire". Education is an abstract thing one comes into possession of.

    Let's re-examine Sense 4: "receive a specified treatment (abstract) | synonyms=receive, find, obtain, incur". "Receive a decent education" fits "receive" very well.

    Let's re-examine Sense 7: "go through (mental or physical states or experiences) | synonyms=experience, receive, have". "Get an education" could be "experience an education".

    Let's look at common dictionary definitions for "get an education". It usually means to receive instruction or to acquire knowledge.

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

    Actually, "get an education" is a very common phrase. Let's see which sense fits best.
    If I say "I got a degree," that's Sense 1 (possession of an abstract/concrete thing).
    If I say "I got an education," it's very similar.

    Let's look at Sense 4 again: "receive a specified treatment (abstract)". "Receive an education" is a very common synonym.

    Wait, let's look at the examples for Sense 4: "These aspects of civilization do not find expression or receive an interpretation; His movie received a good review." These are more about how something is *perceived* or *treated* by others. "Get a decent education" is not about how the child is perceived, but what the child receives.

    Let's look at Sense 1 again: "come into the possession of something concrete or abstract | synonyms=acquire". This seems the most general and fitting for "get an education".

    Let's double-check Sense 21: "acquire as a result of some effort or action". This also fits. But Sense 1 is more fundamental.

    Let's re-read the context: "parents do want their children to get a decent education as traditionally understood". This means they want them to *receive* or *acquire* it.

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

    Is there a subtle difference? Sense 21 emphasizes the *effort or action* used to get it. Sense 1 is more about the *result* (possession).

    Let's look at other senses. Could it be Sense 7? "go through (mental or physical states or experiences) | synonyms=experience, receive, have". "Get an education" could be "have an education".

    Let's think about "get a decent education".
    Synonyms: receive, obtain, acquire.
    Sense 1: acquire
    Sense 4: receive, obtain
    Sense 7: receive, have
    Sense 21: acquire

    Wait, Sense 4's examples ("receive an interpretation", "received a good review") are about how something is *received by others*. That doesn't fit "get an education".

    Sense 7's examples ("get an idea", "experience vertigo") are about internal states or sudden occurrences. "Get an education" is a long-term process.

    So we are back to Sense 1 and Sense 21.
    Sense 1: "come into the possession of something concrete or abstract"
    Sense 21: "acquire as a result of some effort or action"

    Let's look at the examples for Sense 21 again: "You cannot get water out of a stone; Where did she get these news?"
    "Get water out of a stone" is about extracting something.
    "Where did she get these news?" is about the source of the information.

    Sense 1's examples: "She got a lot of paintings from her uncle; They acquired a new pet."
    This is more about simply coming into possession of something.

    "Get an education" is more like "acquire an education".

    Let's re-evaluate Sense 1: "come into the possession of something concrete or abstract | synonyms=acquire".
    This seems to be the most fitting.

    Wait, let me look at the senses one more time. Is there any other?
    Sense 4: "receive a specified treatment (abstract) | synonyms=receive, find, obtain, incur".
    If "education" is seen as a "treatment" (in the sense of being taught), then Sense 4 might fit. But "treatment" usually means how you are treated (e.g., "he got the silent treatment").

    Let's look at Sense 1 again. "come into the possession of something concrete or abstract". Education is an abstract thing you "possess" (knowledge, credentials).

    Let's check Sense 21 again. "acquire as a result of some effort or action". Education definitely requires effort.

    Let's compare "get a pet" (Sense 1) and "get water out of a stone" (Sense 21).
    "Get a pet" is similar to "get an education" in that you end up with it.
    "Get water out of a stone" is more about the *process* of extraction.

    Therefore, Sense 1 seems more likely.

    Wait, let me search for "get an education" in a dictionary.
    Merriam-Webster: "get" (verb) - to come into possession of.
    Oxford: "get" (verb) - to obtain or receive.

    Sense 1: "come into the possession of something concrete or abstract | synonyms=acquire"
    This matches "obtain or receive".

    Let's double-check Sense 4 again just in case. "receive a specified treatment (abstract)".
    Example: "His movie received a good review."
    This is "get a good review".
    "Get a decent education" is similar to "get a good review" in that you are the recipient of something. But "education" is more of an acquisition than a "treatment" or "review".

    Let's double-check Sense 7: "go through (mental or physical states or experiences) | synonyms=experience, receive, have".
    Example: "get an idea".
    "Get an education" could be "have an education".

    However, "acquire" (Sense 1) is a very strong synonym for "get an education".

    Let's re-read Sense 1: "come into the possession of something concrete or abstract | synonyms=acquire".
    This fits "get a decent education" perfectly.

    Let's re-read Sense 21: "acquire as a result of some effort or action".
    This also fits, but the examples ("water out of a stone", "where did she get these news") are more about the *source* or *difficulty* of acquisition.

    Let's re-read Sense 4: "receive a specified treatment (abstract) | synonyms=receive, find, obtain, incur".
    Example: "receive an interpretation".
    This is more about how something is *perceived* by others.

    Final check:
    Context: "parents do want their children to get a decent education"
    Meaning: acquire/receive an education.
    Sense 1: come into the possession of something concrete or abstract (acquire).
    This is the most direct fit.


[User]
Which numbered sense of "decent" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

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

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

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

    *   Sense 1: Socially/conventionally correct; refined or virtuous (e.g., "from a decent family").
    *   Sense 2: According with custom or propriety (e.g., "becoming modesty").
    *   Sense 3: Conforming to conventions of sexual behavior.
    *   Sense 4: Sufficient for the purpose; adequate, enough (e.g., "an adequate income").
    *   Sense 5: Decently clothed.
    *   Sense 6: Observing conventional sexual mores in speech, behavior, or dress.

    *   The phrase is "a decent education".
    *   In this context, "decent" means an education that is of an acceptable standard, satisfactory, or adequate. It's contrasted with the "romantic extravagance" and "intellectual incompetence" mentioned earlier.
    *   Comparing this to the senses:
        *   Sense 1 (virtuous/refined) doesn't fit "education" in the sense of quality.
        *   Sense 2 (propriety) doesn't fit.
        *   Sense 3 (sexual behavior) doesn't fit.
        *   Sense 4 (sufficient for the purpose/adequate) fits perfectly. A "decent education" is an adequate or satisfactory education.
        *   Sense 5 (clothed) doesn't fit.
        *   Sense 6 (sexual mores) doesn't fit.

    *   Sense 4: "sufficient for the purpose | synonyms=adequate, enough | examples=an adequate income; the food was adequate".
    *   "A decent education" $\approx$ "An adequate education".


[User]
Which numbered sense of "education" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

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

Senses:
1. 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. definition=knowledge acquired by learning and instruction | examples=it was clear that he had a very broad education
3. 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. definition=the profession of teaching (especially at a school or college or university)
5. definition=the result of good upbringing (especially knowledge of correct social behavior) | synonyms=training, breeding | examples=a woman of breeding and refinement
6. 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

reasoning_content:
*   Context: "Fortunately, these same parents do want their children to get a decent <t>education</t> as traditionally understood, and they have enough common sense to know what that demands."
    *   Key phrase: "get a decent education as traditionally understood".
    *   Surrounding context: The text discusses "disciplined instruction" vs. "creativity" and "self-expression," mentioning "ignorance and intellectual incompetence" and "adolescent illiteracy."

    *   Sense 1: The activities of educating or instructing (instruction, teaching, pedagogy).
    *   Sense 2: Knowledge acquired by learning and instruction (the result/attainment).
    *   Sense 3: The gradual process of acquiring knowledge (the journey/process).
    *   Sense 4: The profession of teaching.
    *   Sense 5: Result of good upbringing (social behavior/breeding).
    *   Sense 6: The US federal department.

    *   "get a decent education" usually refers to the knowledge and skills acquired (Sense 2) or the process of receiving instruction (Sense 1 or 3).
    *   Looking at the contrast: The author is contrasting "romantic extravagance" (creativity/self-expression) with "disciplined instruction" and "a decent education as traditionally understood."
    *   "Traditionally understood" education in this context refers to the actual acquisition of knowledge and skills (the result/attainment) or the system of instruction.
    *   Let's compare Sense 1 (activities) and Sense 2 (knowledge acquired).
    *   "Get an education" often means to undergo the process (Sense 3) or to acquire the knowledge (Sense 2).
    *   Example for Sense 1: "he received no formal education" (activities).
    *   Example for Sense 2: "he had a very broad education" (knowledge acquired).
    *   Example for Sense 3: "education is a preparation for life" (process).

    *   The author is talking about the *outcome* (avoiding ignorance and illiteracy).
    *   "Get a decent education" in this context means acquiring the knowledge and skills that constitute a traditional education.
    *   Sense 1 focuses on the *act* of teaching.
    *   Sense 2 focuses on the *knowledge* acquired.
    *   Sense 3 focuses on the *process*.

    *   If I say "I want my child to get a good education," I usually mean I want them to acquire the knowledge and skills (Sense 2) through the process of schooling (Sense 1/3).
    *   However, in the context of "ignorance and intellectual incompetence" and "illiteracy," the author is emphasizing the *lack of knowledge*. Therefore, "a decent education" refers to the knowledge/attainment.

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

    Wait, let's look at Sense 1 again: "the activities of educating or instructing; activities that impart knowledge or skill".
    Sense 2: "knowledge acquired by learning and instruction".

    In "get a decent education", is the focus on the *activities* they undergo or the *knowledge* they end up with?
    Usually, "get an education" is synonymous with "be educated," which points toward the result (Sense 2).

    Let's re-read the context: "Fortunately, these same parents do want their children to get a decent education as traditionally understood..."
    This is contrasted with "creativity in education" (where "education" here is likely Sense 1 - the system/activity).
    The parents want the *result* (the knowledge/skills) that traditional instruction provides.

    Let's check Sense 1's example: "he received no formal education". This is very close to "get a decent education".
    Let's check Sense 2's example: "he had a very broad education". This is also very close.

    Is there a nuance?
    Sense 1: The process/system of instruction.
    Sense 2: The knowledge gained.

    If the author says "get a decent education", they are likely referring to the knowledge/attainment (Sense 2) or the process of receiving it (Sense 1).
    However, looking at the contrast with "ignorance" and "illiteracy," the focus is on the *attainment* of knowledge.

    Let's re-evaluate Sense 1 vs Sense 2.
    Sense 1: "the activities of educating or instructing"
    Sense 2: "knowledge acquired by learning and instruction"

    "Get a decent education" -> "Acquire a decent amount of knowledge/skill". This fits Sense 2 better.
    "Receive a formal education" -> "Undergo the activities of educating". This fits Sense 1 better.

    Wait, "get an education" is often used for both. Let's look at the "traditionally understood" part. Traditional education is often defined by the specific body of knowledge it imparts.

    Let's look at the examples again.
    Sense 1: "he received no formal education"
    Sense 2: "it was clear that he had a very broad education"

    "Get a decent education" is more like "have a broad education" (Sense 2) than "receive formal education" (Sense 1), although it's close.

    Actually, in many dictionaries, "get an education" is categorized under the process or the result.
    If we look at the contrast:
    "creativity in education" (Sense 1 - the field/activity)
    "get a decent education" (Sense 2 - the knowledge/attainment)

    Let's double-check Sense 3: "the gradual process of acquiring knowledge".
    "Get an education" could be the process. But "a decent education" (with the adjective "decent") usually describes the *quality* of the knowledge acquired or the quality of the instruction received.

    If it's the quality of instruction, it's Sense 1.
    If it's the quality of knowledge, it's Sense 2.

    "Their commitment to 'creativity' cannot survive adolescent illiteracy."
    Illiteracy is a lack of knowledge/skill. Therefore, the "decent education" they want is the one that prevents illiteracy (i.e., the knowledge/skill itself).

    Sense 2: "knowledge acquired by learning and instruction".

    Let's check Sense 1 again: "the activities of educating or instructing".
    If the parents want their children to "get a decent education", they want them to undergo "decent activities of educating"? That sounds slightly off. They want them to *attain* a decent education.

    Therefore, Sense 2 is the most fitting.

    Wait, let me search for "get an education" in a dictionary.
    Merriam-Webster:
    1. the act or process of instructing or being instructed
    2. the result of being educated; knowledge acquired

    Oxford:
    1. The process of receiving or giving systematic instruction...
    2. Knowledge acquired by learning...

    In the phrase "get a decent education", "education" is the object being acquired. This points strongly to Sense 2 (the knowledge acquired).

    Let's re-read the context one more time.
    "Fortunately, these same parents do want their children to get a decent education as traditionally understood..."
    The "traditionally understood" part refers to the *content* and *standard* of the knowledge acquired.

    Sense 1: activities/instruction.
    Sense 2: knowledge acquired.
    Sense 3: process of acquiring.

    If I say "He has a good education," I mean Sense 2.
    If I say "He is getting an education," I could mean Sense 1 or 3.
    If I say "He got a good education," I usually mean he acquired the knowledge (Sense 2).

    Comparing "get a decent education" to the examples:
    Sense 1: "he received no formal education"
    Sense 2: "he had a very broad education"

    "Get a decent education" is closer to "had a broad education" in terms of describing the *quality* of the result.

    Let's consider Sense 1 again. "The activities of educating... instruction, teaching".
    "Get a decent instruction"? No.
    "Get a decent teaching"? No.
    "Get a decent knowledge acquired by learning"? Yes.

    Wait, "get a decent education" could also mean "receive decent instruction".
    But "education" as a noun meaning "the knowledge acquired" fits "decent education" very well.

    Let's look at the contrast again:
    "creativity in education" (Sense 1 - the field/activity)
    "get a decent education" (Sense 2 - the result/knowledge)

    This contrast makes the most sense. The author is saying that while they talk about "creativity" in the *process* of teaching (Sense 1), they actually want their children to *possess* the knowledge (Sense 2) that traditional teaching provides.

    Final check:
    Sense 1: activities/instruction
    Sense 2: knowledge acquired
    Sense 3: process
    Sense 4: profession
    Sense 5: upbringing
    Sense 6: US Dept of Education

    The most likely answer is 2.


[User]
Which numbered sense of "know" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

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

Senses:
1. 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. definition=know how to do or perform something | examples=She knows how to knit; Does your husband know how to cook?
3. 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. definition=be familiar or acquainted with a person or an object | examples=She doesn't know this composer; Do you know my sister?
5. definition=have firsthand knowledge of states, situations, emotions, or sensations | synonyms=experience, live | examples=I know the feeling!; have you ever known hunger?
6. 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. definition=have fixed in the mind | examples=I know Latin; This student knows her irregular verbs
8. 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. definition=know the nature or character of | examples=we all knew her as a big show-off
10. definition=be able to distinguish, recognize as being different | examples=The child knows right from wrong
11. definition=perceive as familiar | examples=I know this voice!

reasoning_content:
*   Context: "...they have enough common sense to <t>know</t> what that demands."
    *   The sentence refers to parents having common sense to understand/be aware of what a "decent education as traditionally understood" requires.

    *   Sense 1: be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about. (Example: I know that the President lied...)
    *   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 in something. (Example: I know that I left the key on the table.)
    *   Sense 4: be familiar or acquainted with a person or an object. (Example: She doesn't know this composer.)
    *   Sense 5: have firsthand knowledge of states, situations, emotions, or sensations. (Example: I know the feeling!)
    *   Sense 6: accept (someone) to be what is claimed or accept his power and authority. (Example: The Crown Prince was acknowledged...)
    *   Sense 7: have fixed in the mind. (Example: I know Latin.)
    *   Sense 8: have sexual intercourse with. (Example: Adam knew Eve.)
    *   Sense 9: know the nature or character of. (Example: we all knew her as a big show-off.)
    *   Sense 10: be able to distinguish, recognize as being different. (Example: The child knows right from wrong.)
    *   Sense 11: perceive as familiar. (Example: I know this voice!)

    *   The phrase is "know what that demands."
    *   "What that demands" is a piece of information or a set of requirements.
    *   The parents are cognizant of or possess knowledge about the requirements of a decent education.
    *   This aligns most closely with Sense 1: "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about."

    *   Sense 2 (how to do) doesn't fit because it's not about a skill.
    *   Sense 3 (truth/belief) is close, but Sense 1 is more about the general possession of information/awareness of facts.
    *   Sense 7 (fixed in mind/learned) usually refers to a subject or a list (like Latin or verbs).
    *   Sense 9 (nature/character) usually refers to a person's personality.

    *   "know what that demands" = be aware of the facts/requirements.
    *   Sense 1: "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about."
    *   This fits perfectly.


[User]
Which numbered sense of "demand" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

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

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

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

    *   Sense 1: request urgently and forcefully (e.g., demanding compensation).
    *   Sense 2: require as useful, just, or proper (e.g., success requires hard work).
    *   Sense 3: claim as due or just (e.g., bank demanded payment).
    *   Sense 4: lay legal claim to.
    *   Sense 5: summon to court.
    *   Sense 6: ask to be informed of (e.g., demand an explanation).

    *   The sentence says parents know what a "decent education as traditionally understood" *demands*.
    *   In this context, "demands" means what is *required* or *necessary* to achieve a decent education.
    *   Comparing this to the senses:
        *   Sense 1 (urgent request) doesn't fit.
        *   Sense 2 (require as useful, just, or proper) fits perfectly. "What that requires/necessitates."
        *   Sense 3 (claim as due) doesn't fit.
        *   Sense 4 (legal claim) doesn't fit.
        *   Sense 5 (summon to court) doesn't fit.
        *   Sense 6 (ask to be informed) doesn't fit.

    *   The word "demands" here is used as a synonym for "requires" or "necessitates."
    *   Sense 2 definition: "require as useful, just, or proper".
    *   Example for Sense 2: "success usually requires hard work".
    *   Parallel: "a decent education demands [certain things]".


[User]
Which numbered sense of "commitment" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

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

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

reasoning_content:
*   Context: "Their <t>commitment</t> to 'creativity' can not survive adolescent illiteracy."
    *   Surrounding text: Parents are attracted to the "romantic extravagance" of "creativity" in education, but they also want a "decent education as traditionally understood." The author argues that their support/belief/dedication to "creativity" will fade when faced with the reality of illiteracy.

    *   Sense 1: "the trait of sincere and steadfast fixity of purpose" (a personal quality/trait).
    *   Sense 2: "the act of binding yourself (intellectually or emotionally) to a course of action" (allegiance, loyalty, dedication).
    *   Sense 3: "an engagement by contract involving financial obligation" (financial/business).
    *   Sense 4: "a message that makes a pledge" (a dedication in a book, for example).
    *   Sense 5: "the official act of consigning a person to confinement" (legal/medical).

    *   The context refers to parents' adherence to or support for the idea of "creativity" in education.
    *   This is an intellectual or emotional binding to a belief or course of action (Sense 2).
    *   It is not a personality trait (Sense 1), a financial contract (Sense 3), a written pledge (Sense 4), or a legal confinement (Sense 5).

    *   Sense 2 fits best: "the act of binding yourself (intellectually or emotionally) to a course of action" (synonyms: allegiance, loyalty, dedication). "Their dedication to 'creativity' cannot survive..." makes perfect sense.


[User]
Which numbered sense of "survive" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

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

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

reasoning_content:
*   Context: "Their commitment to 'creativity' can not <t>survive</t> adolescent illiteracy."
    *   Meaning: The author is arguing that the desire for "creativity" in education cannot persist or continue to exist if the students are illiterate. If adolescent illiteracy exists, the commitment to "creativity" will be destroyed or proven impossible.

    *   Sense 1: "continue to live through hardship or adversity" (last, live, live on, go, endure, hold up). Example: "superstitions survive in the backwaters of America".
    *   Sense 2: "continue in existence after (an adversity, etc.)" (pull through, pull round, come through, make it). Example: "He survived the cancer against all odds".
    *   Sense 3: "support oneself" (exist, live, subsist). Example: "live on $2000 a month".
    *   Sense 4: "live longer than" (outlive, outlast). Example: "She outlived her husband".

    *   The sentence "Their commitment to 'creativity' can not survive adolescent illiteracy" means the commitment cannot *endure* or *continue to exist* in the face of (or despite) adolescent illiteracy.
    *   Sense 1 focuses on continuing to exist/live through hardship or adversity (endure, last).
    *   Sense 2 focuses on surviving *after* a specific event (pulling through).
    *   Sense 3 is about financial/physical subsistence.
    *   Sense 4 is about outliving someone/something.

    *   Does "survive" here mean "outlive" (Sense 4)? Not exactly. It's not about who dies first, but whether the concept can persist.
    *   Does it mean "pull through" (Sense 2)? No, it's not about recovering from a crisis.
    *   Does it mean "subsist" (Sense 3)? No.
    *   Does it mean "continue to exist/endure" (Sense 1)? Yes. The commitment to creativity cannot *last* or *endure* if there is adolescent illiteracy.

    *   Sense 1: "continue to live through hardship or adversity" / "last, live, live on, go, endure, hold up".
    *   Example: "These superstitions survive in the backwaters of America".
    *   Application: "Their commitment to 'creativity' can not [endure/last] adolescent illiteracy." This fits well.

    *   Wait, let me re-read Sense 2: "continue in existence after (an adversity, etc.)".
    *   If the commitment cannot survive illiteracy, it means it cannot exist *despite* or *after* the fact of illiteracy.
    *   However, Sense 1's synonyms "last" and "endure" are much closer to the meaning of a concept or commitment persisting.

    *   "Their commitment to 'creativity' cannot survive adolescent illiteracy."
    *   If we replace "survive" with "endure" (Sense 1): "Their commitment to 'creativity' cannot endure adolescent illiteracy." (Makes sense).
    *   If we replace "survive" with "outlast" (Sense 4): "Their commitment to 'creativity' cannot outlast adolescent illiteracy." (This would mean the illiteracy will end before the commitment does, which is the opposite of the intended meaning).
    *   If we replace "survive" with "pull through" (Sense 2): "Their commitment to 'creativity' cannot pull through adolescent illiteracy." (Doesn't fit).

    *   Sense 1 is the best fit.


[User]
Which numbered sense of "adolescent" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

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

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

reasoning_content:
*   Context: "Their commitment to 'creativity' can not survive <t>adolescent</t> illiteracy."
    *   The passage discusses education, "self-expression," "creativity," and the tension between romanticized notions of education and disciplined instruction.
    *   The author is criticizing a trend in education that prioritizes "self-esteem" and "creativity" over "disciplined instruction," leading to "ignorance and intellectual incompetence."
    *   The phrase "adolescent illiteracy" refers to the illiteracy of the young people (the students) who are the subject of the discussion.

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

    *   Is it Sense 3 (lack of maturity)? While the author is critical, "adolescent illiteracy" here refers to the fact that the *teenagers* (the students) are illiterate, not that the illiteracy itself is "immature."
    *   Is it Sense 4 (state of development)? This usually describes the person (e.g., "adolescent boys").
    *   Is it Sense 2 (age 13-19)? This is a strong possibility, as it describes the age group of the students.
    *   Is it Sense 1 (relating to or peculiar to an adolescent)? This also fits, as it describes illiteracy *among* adolescents.

    *   "Adolescent illiteracy" means illiteracy occurring in adolescents.
    *   Sense 2 is often used as an adjective describing the person (e.g., "adolescent years").
    *   Sense 1 is "relating to or peculiar to... an adolescent."
    *   Let's look at the examples:
        *   Sense 1: "adolescent problems" (problems relating to adolescents).
        *   Sense 2: "teenage mothers" (mothers who are teenagers).
        *   Sense 3: "adolescent insecurity" (insecurity suggesting a lack of maturity).
        *   Sense 4: "adolescent boys and girls" (boys and girls in that state of development).

    *   "Adolescent illiteracy" is very similar to "adolescent problems." It's illiteracy that is found in/relating to adolescents.
    *   Wait, let's re-read the context. The author is talking about "youngsters" and "young people."
    *   If "adolescent" modifies "illiteracy," it's describing the *type* of illiteracy (that of the adolescents).
    *   Sense 1: "relating to or peculiar to or suggestive of an adolescent."
    *   Sense 2: "being of the age 13 through 19." (Usually modifies a person or a time period).
    *   Sense 3: "displaying or suggesting a lack of maturity." (Usually used pejoratively).
    *   Sense 4: "in the state of development between puberty and maturity." (Usually modifies a person).

    *   "Adolescent illiteracy" refers to the illiteracy of people who are adolescents.
    *   Comparing "adolescent problems" (Sense 1) and "adolescent illiteracy": both describe a condition affecting adolescents.
    *   Comparing "teenage mothers" (Sense 2) and "adolescent illiteracy": "mothers" are people; "illiteracy" is a condition.
    *   Comparing "adolescent insecurity" (Sense 3) and "adolescent illiteracy": "insecurity" can be a sign of immaturity; "illiteracy" is a lack of skill.

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

    In "adolescent illiteracy," the word "adolescent" describes the group of people who are illiterate. This is most closely aligned with Sense 1 ("relating to... an adolescent") or Sense 2 ("being of the age 13 through 19"). However, Sense 2 is typically used for the people themselves (the adolescents). Sense 1 is used for things *associated* with them (problems, illiteracy).

    Let's double-check Sense 3. Could the author be using "adolescent" to mean "immature"? "Their commitment to 'creativity' cannot survive [immature] illiteracy." That doesn't make much sense. The illiteracy isn't immature; the people are adolescents and they are illiterate.

    Therefore, Sense 1 is the most fitting.

    *Self-Correction:* Let's look at Sense 2 again. "being of the age 13 through 19". If "adolescent" modifies "illiteracy," it means "illiteracy of those being of the age 13 through 19." This is essentially what Sense 1 says ("relating to... an adolescent"). In many dictionaries, Sense 1 and Sense 2 are very close, but Sense 1 is the adjective form used for attributes/problems of that age group.

    Example: "adolescent behavior" (Sense 1), "adolescent girl" (Sense 2/4).
    "Adolescent illiteracy" is like "adolescent behavior" or "adolescent problems."

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

    "Adolescent illiteracy" = illiteracy relating to adolescents. -> Sense 1.


[User]
Which numbered sense of "illiteracy" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

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

Senses:
1. definition=ignorance resulting from not reading
2. definition=an inability to read | synonyms=analphabetism

reasoning_content:
*   Context: A passage discussing education, "self-expression," "creativity," and the decline of disciplined instruction. It mentions "ignorance and intellectual incompetence" and concludes that parents' commitment to "creativity" cannot survive "adolescent illiteracy."
    *   Target word: "illiteracy" (marked with `<t></t>`).
    *   Senses provided:
        1.  Ignorance resulting from not reading.
        2.  An inability to read (analphabetism).

    *   The author is criticizing a trend in education that prioritizes "self-expression" and "creativity" over "disciplined instruction."
    *   The author mentions "ignorance and intellectual incompetence."
    *   The phrase "Their commitment to 'creativity' can not survive adolescent illiteracy" suggests that while parents like the *idea* of creativity, they won't tolerate it if it leads to their children being unable to read or lacking basic literacy skills (or the broader ignorance associated with it).
    *   In this context, "illiteracy" is used as a consequence of the lack of disciplined instruction.

    *   Sense 1: "ignorance resulting from not reading" (Broader, implies a lack of knowledge/culture because one doesn't read).
    *   Sense 2: "an inability to read" (Specific, the technical state of being unable to decode text).

    *   The text mentions "ignorance and intellectual incompetence."
    *   The author is arguing against a system that replaces "disciplined instruction" with "romantic extravagance."
    *   Usually, in critiques of educational standards, "illiteracy" can mean either the literal inability to read or a functional illiteracy (lack of knowledge/critical thinking skills).
    *   Looking at the phrasing "adolescent illiteracy," it often refers to the failure to achieve basic literacy standards.
    *   However, let's look closer at the contrast: "creativity" vs. "disciplined instruction" leading to "ignorance."
    *   If the children are "ignorant and intellectually incompetent," the "illiteracy" mentioned at the end is the culmination of that process.
    *   Is it the *literal* inability to read (Sense 2) or the *ignorance* resulting from it (Sense 1)?
    *   In most academic/critical contexts like this, "illiteracy" refers to the inability to read/write (Sense 2), but the *result* is the ignorance.
    *   Wait, let's re-read Sense 1: "ignorance resulting from not reading."
    *   Let's re-read Sense 2: "an inability to read."
    *   The text says: "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves."
    *   Then it says: "Their commitment to 'creativity' can not survive adolescent illiteracy."
    *   If the children are already described as "ignorant and intellectually incompetent," the "illiteracy" is the specific failure that makes the "creativity" excuse untenable.
    *   Usually, "illiteracy" in a general sense refers to the inability to read. But in a more metaphorical or broad sense, it refers to the lack of knowledge.
    *   However, looking at the options provided:
        1. ignorance resulting from not reading.
        2. an inability to read.
    *   If the author is talking about "disciplined instruction" and "decent education as traditionally understood," they are likely referring to the basic skills of reading and writing.
    *   Let's consider the source or style. This sounds like a critique of progressive education. In such critiques, "illiteracy" often refers to the failure to master the basics (reading/writing).
    *   But "ignorance resulting from not reading" (Sense 1) is a very specific definition.
    *   Let's compare:
        *   "I can't read this book" -> Sense 2.
        *   "His illiteracy in the classics is apparent" -> Sense 1.
    *   In the context "adolescent illiteracy," it most naturally refers to the state of being illiterate (unable to read/write).
    *   However, the preceding sentences emphasize "ignorance and intellectual incompetence."
    *   If the author meant "unable to read," they would be saying that the children literally cannot read.
    *   If the author meant "ignorance resulting from not reading," they are saying the children lack knowledge because they don't read.
    *   Given the phrase "ignorance and intellectual incompetence," Sense 1 ("ignorance resulting from not reading") aligns more closely with the theme of the paragraph than the purely technical "inability to read" (Sense 2), although both are close.
    *   Actually, let's look at the definitions again.
        1. ignorance resulting from not reading.
        2. an inability to read.
    *   In the context of "adolescent illiteracy," it's more likely to be the state of being unable to read (Sense 2), as that is the "bottom line" that parents cannot ignore. "Ignorance" is a broad term, but "illiteracy" is a specific failure.
    *   Wait, let's think about the logic: "Their commitment to 'creativity' can not survive adolescent illiteracy." This means once the child *cannot read*, the parents will stop supporting the "creativity" approach.
    *   If "illiteracy" meant "ignorance resulting from not reading," it would be redundant with the earlier mention of "ignorance and intellectual incompetence."
    *   Therefore, "illiteracy" here likely refers to the actual inability to read/write (the basic skill), which is the ultimate failure of the educational approach.

    *   Sense 1: Ignorance resulting from not reading.
    *   Sense 2: An inability to read.
    *   The text mentions "ignorance and intellectual incompetence" *first*. Then it mentions "illiteracy" as the breaking point for the parents.
    *   If the children are already "ignorant," the "illiteracy" that finally breaks the parents' patience is likely the more concrete, measurable failure: the inability to read.

    *   Sense 2 is the standard definition of illiteracy.
    *   Sense 1 is a more nuanced, secondary definition.
    *   In the context of "adolescent illiteracy," Sense 2 is the most common and fitting interpretation.

    *   "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves."
    *   "Their commitment to 'creativity' can not survive adolescent illiteracy."
    *   The author is building a case. First, they are ignorant. Then, they are actually illiterate.
    *   If "illiteracy" just meant "ignorance," the sentence would be "Their commitment to 'creativity' cannot survive their ignorance," which is repetitive.
    *   By using "illiteracy," the author points to a specific, undeniable failure of the educational system.

    *   Sense 2: an inability to read.


[User]
Which numbered sense of "american" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

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

Senses:
1. definition=of or relating to the United States of America or its people or language or culture | examples=American citizens; American English
2. definition=of or relating to or characteristic of the continents and islands of the Americas | examples=the American hemisphere; American flora and fauna

reasoning_content:
*   Context: A passage discussing education, creativity, disciplined instruction, and the future of "American education."
    *   Target word: "American" (marked with `<t></t>`).
    *   Senses:
        1.  Relating to the USA (people, language, culture).
        2.  Relating to the Americas (continents/islands).

    *   The text discusses "young people," "education," "parents," "adolescent illiteracy," and the "education establishment."
    *   The phrase is "American education's future."
    *   The tone and content (critique of educational trends like "creativity" vs. "disciplined instruction") are characteristic of discussions about the US education system.
    *   It refers to "we -- all of us," implying a specific national community.

    *   Sense 1: USA.
    *   Sense 2: The Americas (North and South America).
    *   In the context of "American education" in a critique of modern pedagogical trends, it almost certainly refers to the United States.

    *   The correct sense is 1.


[User]
Which numbered sense of "education" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

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

Senses:
1. 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. definition=knowledge acquired by learning and instruction | examples=it was clear that he had a very broad education
3. 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. definition=the profession of teaching (especially at a school or college or university)
5. definition=the result of good upbringing (especially knowledge of correct social behavior) | synonyms=training, breeding | examples=a woman of breeding and refinement
6. 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

reasoning_content:
*   Context: A passage discussing the decline of disciplined instruction, the misuse of "creativity" in schooling, and the need for a return to "common sense" in how children are taught.
    *   Target word: "education" in the sentence "American <t>education</t>'s future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share."

    *   Sense 1: The activities of educating or instructing; activities that impart knowledge or skill (instruction, teaching, pedagogy).
    *   Sense 2: Knowledge acquired by learning and instruction (the result/state of being educated).
    *   Sense 3: The gradual process of acquiring knowledge.
    *   Sense 4: The profession of teaching (the system/field of teaching).
    *   Sense 5: Result of good upbringing (social behavior/breeding).
    *   Sense 6: The US federal department (Department of Education).

    *   The sentence is: "American education's future will be determined by..."
    *   The context discusses "disciplined instruction," "the education establishment," and the tension between "creativity" and "traditional education."
    *   "American education" here refers to the overall system, the practice, and the activities of instructing students in the US.
    *   Is it Sense 1 (activities of educating/instruction)? Yes, it fits.
    *   Is it Sense 2 (knowledge acquired)? No, the "future" of the knowledge acquired doesn't make as much sense as the future of the system/practice of educating.
    *   Is it Sense 3 (the process of acquiring knowledge)? Possibly, but "American education" usually refers to the system/practice rather than the individual process of a student.
    *   Is it Sense 4 (the profession of teaching)? It's close, but "American education" encompasses more than just the profession; it includes the curriculum, the methods, and the institutions.
    *   Is it Sense 5 (upbringing)? No.
    *   Is it Sense 6 (the Department)? No, the text is talking about the broader concept of how children are taught, not specifically the federal department.

    *   Sense 1: "the activities of educating or instructing; activities that impart knowledge or skill" (synonyms: instruction, teaching, pedagogy).
    *   The text contrasts "creativity in education" with "disciplined instruction." It mentions the "education establishment."
    *   "American education" in this context refers to the system of instruction/teaching in the US.

    *   Sense 1 is the most comprehensive fit for the general system/practice of instructing students.

    *   Wait, let me look at Sense 4 again: "the profession of teaching".
    *   And Sense 1: "the activities of educating or instructing".
    *   Usually, when people say "American education," they mean the system of schooling/instruction. Sense 1 covers "instruction, teaching, pedagogy."

    *   Let's re-read the context: "The whole notion of 'creativity' in education was... part and parcel of a romantic rebellion against disciplined instruction... American education's future will be determined..."
    *   The focus is on *how* students are taught (instruction/pedagogy). This aligns perfectly with Sense 1.


[User]
Which numbered sense of "future" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

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

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

reasoning_content:
*   Context: "American education's <t>future</t> will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share."
    *   Target word: "future"

    *   Sense 1: "the time yet to come" (hereafter, futurity, time to come).
    *   Sense 2: "a verb tense that expresses actions or states in the future" (future tense).
    *   Sense 3: "bulk commodities bought or sold at an agreed price for delivery at a specified future date" (futures contracts).

    *   The sentence discusses what will determine the state of American education in the time to come.
    *   It is not referring to a grammatical tense (Sense 2).
    *   It is not referring to financial commodities (Sense 3).
    *   It is referring to the time yet to come (Sense 1).