[User]
Which numbered sense of "determine" (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 future will be <t>determined</t> by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way.

Senses:
1. definition=establish after a calculation, investigation, experiment, survey, or study | synonyms=find, find out, ascertain | examples=find the product of two numbers; The physicist who found the elusive particle won the Nobel Prize
2. definition=shape or influence; give direction to | synonyms=shape, mold, influence, regulate | examples=experience often determines ability; mold public opinion
3. definition=fix conclusively or authoritatively | synonyms=set | examples=set the rules
4. definition=decide upon or fix definitely | synonyms=specify, set, define, fix, limit | examples=fix the variables; specify the parameters
5. definition=reach, make, or come to a decision about something | synonyms=decide, make up one's mind | examples=We finally decided after lengthy deliberations
6. definition=fix in scope; fix the boundaries of | examples=the tree determines the border of the property
7. definition=settle conclusively; come to terms | synonyms=settle, square off, square up | examples=We finally settled the argument
8. definition=find out, learn, or determine with certainty, usually by making an inquiry or other effort | synonyms=check, find out, see, ascertain, watch, learn | examples=I want to see whether she speaks French; See whether it works

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

    *   Sense 1: Establish after calculation/investigation (find out/ascertain).
    *   Sense 2: Shape or influence; give direction to (shape, mold, influence, regulate).
    *   Sense 3: Fix conclusively or authoritatively (set).
    *   Sense 4: Decide upon or fix definitely (specify, set, define, fix, limit).
    *   Sense 5: Reach/make a decision (decide).
    *   Sense 6: Fix in scope/boundaries.
    *   Sense 7: Settle conclusively (settle an argument).
    *   Sense 8: Find out/learn with certainty (check, ascertain).

    *   The sentence says: "American education's future will be determined by the degree to which we... allow this common sense to prevail..."
    *   This means the future of education will be *shaped*, *influenced*, or *directed* by whether common sense prevails.
    *   It's not about calculating a result (Sense 1), setting a rule (Sense 3), specifying a parameter (Sense 4), making a decision (Sense 5), defining a border (Sense 6), settling a dispute (Sense 7), or checking a fact (Sense 8).
    *   It fits perfectly with "shape or influence; give direction to."

    *   Sense 2: "shape or influence; give direction to"
    *   Example: "experience often determines ability" (similar to "common sense determines the future").


attempt_kind: initial

status: success

[User]
Which numbered sense of "degree" (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 future will be determined by the <t>degree</t> to which we -- all of us -- allow this common sense to prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way.

Senses:
1. definition=a position on a scale of intensity or amount or quality | synonyms=grade, level | examples=a moderate grade of intelligence; a high level of care is required
2. definition=a specific identifiable position in a continuum or series or especially in a process | synonyms=level, stage, point | examples=a remarkable degree of frankness; at what stage are the social sciences?
3. definition=an award conferred by a college or university signifying that the recipient has satisfactorily completed a course of study | synonyms=academic degree | examples=he earned his degree at Princeton summa cum laude
4. definition=a measure for arcs and angles | synonyms=arcdegree | examples=there are 360 degrees in a circle
5. definition=the highest power of a term or variable
6. definition=a unit of temperature on a specified scale | examples=the game was played in spite of the 40-degree temperature
7. definition=the seriousness of something (e.g., a burn or crime) | examples=murder in the second degree; a second degree burn

finish_reason: stop

role: assistant

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

    *   Sense 1: a position on a scale of intensity or amount or quality (grade, level).
    *   Sense 2: a specific identifiable position in a continuum or series or especially in a process (level, stage, point).
    *   Sense 3: academic degree.
    *   Sense 4: measure for arcs and angles.
    *   Sense 5: highest power of a term or variable.
    *   Sense 6: unit of temperature.
    *   Sense 7: seriousness of something (e.g., crime/burn).

    *   The phrase is "the degree to which we... allow this common sense to prevail".
    *   This refers to the *extent* or *amount* to which something happens.
    *   Comparing this to the senses:
        *   Sense 1: "a position on a scale of intensity or amount or quality". This fits well. "The extent/amount to which..."
        *   Sense 2: "a specific identifiable position in a continuum or series or especially in a process". This is similar but usually refers to a specific point (e.g., "at what stage").
        *   Senses 3-7 are clearly incorrect (academic, geometry, math, temperature, legal/medical).

    *   Sense 1: "a position on a scale of intensity or amount or quality".
    *   Sense 2: "a specific identifiable position in a continuum or series or especially in a process".
    *   In the phrase "the degree to which", it usually means "the extent to which". "Extent" is a measure of amount or intensity.
    *   Example for Sense 1: "a moderate grade of intelligence" (amount/quality).
    *   Example for Sense 2: "a remarkable degree of frankness" (Wait, "degree of frankness" is very similar to "degree to which"). Let's look closer.
    *   Actually, "a remarkable degree of frankness" (Sense 2 example) is almost identical in meaning to "the degree to which we allow...".
    *   Let's re-read Sense 1: "a position on a scale of intensity or amount or quality".
    *   Let's re-read Sense 2: "a specific identifiable position in a continuum or series or especially in a process".
    *   Wait, looking at the provided examples:
        *   Sense 1: "a moderate grade of intelligence"
        *   Sense 2: "a remarkable degree of frankness"
    *   "The degree to which we allow..." is about the *amount* or *extent* of allowance.
    *   Is "frankness" a "specific identifiable position in a continuum" (Sense 2) or a "position on a scale of intensity or amount" (Sense 1)?
    *   Actually, "a remarkable degree of frankness" sounds more like "a high amount of frankness".
    *   Let's look at the definitions again.
        *   Sense 1: position on a scale of intensity or amount or quality.
        *   Sense 2: specific identifiable position in a continuum or series or especially in a process.
    *   "The degree to which" usually maps to "the extent to which".
    *   If I say "to what degree", I'm asking "how much". "How much" = amount/intensity.
    *   Sense 1 seems more appropriate for "amount/intensity".

    *   Sense 1: "a position on a scale of intensity or amount or quality"
    *   Sense 2: "a specific identifiable position in a continuum or series or especially in a process"
    *   "The degree to which we allow this common sense to prevail" -> The *extent* (amount) to which it prevails.
    *   Comparing "a moderate grade of intelligence" (1) and "a remarkable degree of frankness" (2).
    *   Wait, "a remarkable degree of frankness" is almost exactly the same usage as "the degree to which...".
    *   Let's re-evaluate Sense 2: "a specific identifiable position in a continuum or series or especially in a process".
    *   Is "frankness" a process? No. Is it a series? No. Is it a continuum? Yes.
    *   Is "allowing common sense to prevail" a process? Yes.
    *   However, "the degree to which" is a very common idiom meaning "the extent to which".
    *   Let's look at Sense 1 again: "a position on a scale of intensity or amount or quality".
    *   "Extent" = amount.
    *   Let's check a dictionary (like Merriam-Webster or Oxford) for "degree".
    *   MW: 1. a step in a scale... 2. a measure of intensity, amount, or extent.
    *   The provided senses are slightly different.
    *   Sense 1: "position on a scale of intensity or amount or quality".
    *   Sense 2: "specific identifiable position in a continuum or series or especially in a process".
    *   "The degree to which" refers to the *amount* of prevalence. This fits Sense 1 better than Sense 2's "specific identifiable position... especially in a process".

    *   Sense 1: "a moderate grade of intelligence" (amount of intelligence).
    *   Sense 2: "a remarkable degree of frankness" (amount of frankness).
    *   Wait, the examples provided in the prompt are confusing. "A remarkable degree of frankness" (Sense 2) and "a moderate grade of intelligence" (Sense 1) are almost identical in meaning.
    *   Let's look at the synonyms.
        *   Sense 1: grade, level.
        *   Sense 2: level, stage, point.
    *   "The degree to which" = "The extent to which".
    *   Is "extent" more like a "grade/level" (1) or a "stage/point" (2)?
    *   It's more like a level/grade of intensity.
    *   Let's re-read Sense 2 again: "especially in a process". "The degree to which we allow... to prevail" describes the *extent* of the action, not necessarily a *stage* in a process.
    *   Actually, "the degree to which" is almost always Sense 1 (amount/intensity).

    *   Sense 1: intensity, amount, quality.
    *   Sense 2: position in a continuum, series, process.
    *   "The degree to which we allow this common sense to prevail" -> How much we allow it. (Amount/Intensity).
    *   Therefore, Sense 1.

currency: USD

source: unavailable


[User]
Which numbered sense of "allow" (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 future will be determined by the degree to which we -- all of us -- <t>allow</t> this common sense to prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way.

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

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

    *   Sense 1: make it possible through a specific action or lack of action for something to happen (let, permit). Example: "permits the water to rush in".
    *   Sense 2: consent to, give permission (permit, let, countenance). Example: "permitted her son to visit".
    *   Sense 3: let have (grant). Example: "allowed few visitors".
    *   Sense 4: give or assign a resource (appropriate, earmark). Example: "earmark this money".
    *   Sense 5: make a possibility or provide opportunity for (leave, allow for). Example: "leaves no room for improvement".
    *   Sense 6: allow or plan for a certain possibility; concede truth (take into account). Example: "allow for this possibility".
    *   Sense 7: afford possibility (admit). Example: "allows of several different interpretations".
    *   Sense 8: baseball (give up a run).
    *   Sense 9: grant as a discount.
    *   Sense 10: allow the presence of or allow (an activity) without opposing or prohibiting (permit, tolerate). Example: "don't allow dogs here".

    *   The sentence is: "...the degree to which we... allow this common sense to prevail over the illusions..."
    *   In this context, "allow" means to let something happen or to permit a certain state of affairs (common sense prevailing) to occur.
    *   It's not about giving formal permission (Sense 2), granting a resource (Sense 4), or tolerating a dog in a store (Sense 10).
    *   It's about making it possible for "common sense to prevail" through action or lack of action (or by choosing not to block it).

    *   Sense 1: "make it possible through a specific action or lack of action for something to happen". This fits well. If we stop fighting common sense, we *allow* it to prevail.
    *   Sense 2: "consent to, give permission". This usually implies a request or a formal authority granting permission. "Allowing common sense to prevail" is more about letting a natural or logical outcome happen.
    *   Sense 5: "make a possibility or provide opportunity for". This is close, but usually refers to a situation or a thing (e.g., "The evidence allows only one conclusion").
    *   Sense 10: "allow the presence of or allow (an activity) without opposing or prohibiting". This is about tolerance of something potentially undesirable (like dogs in a store).

    *   "Allow [something] to [verb]" (allow common sense to prevail) is a classic usage of Sense 1 (letting something happen).

    *   Sense 1: "make it possible through a specific action or lack of action for something to happen".
    *   Context: "allow this common sense to prevail".
    *   This matches perfectly.

    *   Sense 2 is more about "permission" (e.g., "My boss allowed me to leave early").
    *   Sense 1 is more about "letting it happen" (e.g., "The gap allowed the air to escape").
    *   In the context of "common sense prevailing," it's about the conditions being such that common sense can win out.

    *   Wait, let me re-read Sense 1 and Sense 2.
    *   Sense 1: "make it possible through a specific action or lack of action for something to happen"
    *   Sense 2: "consent to, give permission"
    *   If "we" (the people) allow common sense to prevail, are we giving it permission or making it possible? Common sense doesn't ask for permission. We make it possible for it to prevail by changing our behavior or mindset.

    *   Let's check Sense 1 examples: "This permits the water to rush in; This sealed door won't allow the water come into the basement."
    *   Let's check Sense 2 examples: "She permitted her son to visit her estranged husband; I won't let the police search her basement."

    *   The context "allow this common sense to prevail" is closer to "letting it happen" (Sense 1) than "granting permission to a person" (Sense 2).

    *   Wait, let me look at Sense 1 again. "make it possible through a specific action or lack of action for something to happen".
    *   If we stop fighting common sense, we are making it possible for it to prevail.

    *   Is there any other sense?
    *   Sense 5: "make a possibility or provide opportunity for; permit to be attainable or cause to remain". Example: "The evidence allows only one conclusion". This is similar, but usually the subject is a thing, not a person. In the context, the subject is "we".

    *   Let's re-evaluate Sense 1 vs Sense 2.
    *   Sense 1: "make it possible... for something to happen"
    *   Sense 2: "consent to, give permission"
    *   "Allow common sense to prevail" means to stop obstructing it, thereby making it possible for it to prevail. This aligns better with Sense 1.

    *   Let's double-check Sense 10: "allow the presence of or allow (an activity) without opposing or prohibiting". This is "tolerate". "Allow common sense to prevail" isn't really "tolerating" common sense; it's letting it win.

    *   Comparing Sense 1 and Sense 2 again.
    *   Sense 1: "This permits the water to rush in" (The condition allows the event).
    *   Sense 2: "She permitted her son to visit" (The person allows the action).
    *   In the context: "we... allow this common sense to prevail". Here, "we" are the agents. Does that make it Sense 2?
    *   "Allow" in "allow common sense to prevail" is often used as a synonym for "let".
    *   Sense 1 synonyms: let, permit.
    *   Sense 2 synonyms: permit, let, countenance.

    *   Let's look at the nuance. Sense 1 is often about a cause-and-effect or a condition. Sense 2 is about authority.
    *   "Allow common sense to prevail" is more about removing obstacles than granting a formal request.

    *   Let's try to find this specific phrase "allow [something] to prevail".
    *   Usually, "allow [something] to prevail" means to let it happen or to not prevent it.
    *   If I "allow the truth to prevail," I am not giving the truth "permission" (Sense 2), but rather I am not stopping it from happening (Sense 1).

    *   Let's re-read Sense 1: "make it possible through a specific action or lack of action for something to happen".
    *   Lack of action (stopping the fight against common sense) makes it possible for common sense to prevail. This fits.

    *   Let's re-read Sense 2: "consent to, give permission".
    *   This implies a request or a power dynamic where permission is sought. Common sense doesn't seek permission.

    *   Therefore, Sense 1 is the most accurate.


[User]
Which numbered sense of "prevail" (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 future will be determined by the degree to which we -- all of us -- allow this common sense to <t>prevail</t> over the illusions that we also share. The education establishment will fight against common sense every inch of the way.

Senses:
1. definition=be larger in number, quantity, power, status or importance | synonyms=predominate, dominate, rule, reign | examples=Money reigns supreme here; Hispanics predominate in this neighborhood
2. definition=be valid, applicable, or true | synonyms=hold, obtain | examples=This theory still holds
3. definition=continue to exist | synonyms=persist, die hard, run, endure | examples=These stories die hard; The legend of Elvis endures
4. definition=prove superior | synonyms=triumph | examples=The champion prevailed, though it was a hard fight
5. definition=use persuasion successfully | examples=He prevailed upon her to visit his parents

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

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

    *   The sentence describes a conflict between "common sense" and "illusions."
    *   The author hopes that "common sense" will win or be more influential than the "illusions."
    *   "Prevail over" is a common idiom meaning to triumph over or be more powerful than.

    *   Sense 1 (predominate/dominate) is close, but "prevail over" specifically suggests a victory or triumph in a struggle.
    *   Sense 4 (prove superior/triumph) fits perfectly with "prevail over [something]."
    *   Let's re-evaluate Sense 1 vs Sense 4.
        *   Sense 1: "Money reigns supreme here" (status/importance).
        *   Sense 4: "The champion prevailed" (triumph).
    *   In the context "common sense to prevail over the illusions," it means common sense should win the struggle against the illusions. This is a triumph of one idea over another.

    *   "Prevail over" usually maps to "triumph over" or "be victorious over."
    *   Sense 4: "prove superior | synonyms=triumph".

    *   Sense 1: Predominate. (e.g., "The prevailing wind").
    *   Sense 4: Triumph. (e.g., "Truth will prevail").
    *   "Common sense to prevail over the illusions" is very similar to "Truth will prevail over lies." This is a triumph/victory.

    *   Sense 4 is the best fit.


[User]
Which numbered sense of "illusion" (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 future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the <t>illusions</t> that we also share. The education establishment will fight against common sense every inch of the way.

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

reasoning_content:
*   Context: A passage criticizing the notion of "creativity" in education as a "romantic rebellion" against disciplined instruction. It argues that "common sense" should prevail over the "illusions" shared by parents and the education establishment.
    *   Target word: "illusions" (plural of illusion).
    *   Key phrase: "...allow this common sense to prevail over the illusions that we also share."

    *   Sense 1: "an erroneous mental representation" (semblance).
    *   Sense 2: "something many people believe that is false" (fantasy, phantasy, fancy). Example: "they have the illusion that I am very wealthy."
    *   Sense 3: "the act of deluding; deception by creating illusory ideas" (delusion, head game).
    *   Sense 4: "an illusory feat; considered magical by naive observers" (magic trick, conjuring trick).

    *   The author is talking about the belief in "creativity" in education as a replacement for disciplined instruction.
    *   The author calls this "romantic extravagance" and contrasts it with "common sense."
    *   The "illusions" are the false beliefs held by parents and the education establishment regarding the nature of education and creativity.
    *   Sense 1 (erroneous mental representation) is close, but Sense 2 (something many people believe that is false) fits better because it describes a widely held false belief or a misconception.
    *   Sense 3 (the act of deluding) refers to the *process* of deception, not the belief itself.
    *   Sense 4 (magic trick) is completely irrelevant.

    *   Sense 1: "an erroneous mental representation" (often used for optical illusions or a general misperception of reality).
    *   Sense 2: "something many people believe that is false" (a misconception or a false belief).
    *   In the context, "the illusions that we also share" refers to the shared false belief that "creativity" (as defined in the text) is a valid substitute for disciplined instruction. This aligns perfectly with Sense 2.

    *   Sense 2 is the most accurate fit for a shared false belief/misconception.


[User]
Which numbered sense of "share" (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 future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also <t>share</t>. The education establishment will fight against common sense every inch of the way.

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

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

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

    *   The phrase "illusions that we also share" means illusions that we all have in common.
    *   This matches Sense 1 ("have in common").

    *   Sense 1: "have in common" -> Fits perfectly.
    *   Sense 2: "use jointly" -> Doesn't fit "illusions".
    *   Sense 3: "partake in/receive a share of" -> Doesn't fit "illusions" in this context.
    *   Sense 4: "divvy up" -> Doesn't fit.
    *   Sense 5: "communicate" -> While you can share an idea, the context "illusions that we also share" refers to a collective state of belief/delusion, not the act of telling someone about them.

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

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: "The <t>education</t> establishment will fight against common sense every inch of the way."
    *   Target word: "education" (in "education establishment").

    *   Sense 1: Activities of educating/instructing (instruction, teaching).
    *   Sense 2: Knowledge acquired (the result of learning).
    *   Sense 3: The gradual process of acquiring knowledge.
    *   Sense 4: The profession of teaching (especially at a school or college or university).
    *   Sense 5: Result of good upbringing (breeding).
    *   Sense 6: The US federal department (Department of Education).

    *   The phrase is "the education establishment".
    *   "Establishment" refers to a dominant group or elite that controls a particular sphere of society.
    *   "Education establishment" refers to the people who run the educational system (administrators, policymakers, professors, etc.), which aligns with the *profession* or the *institutional structure* of teaching.
    *   Looking at the senses:
        *   Sense 1 (activities) doesn't fit "establishment".
        *   Sense 2 (knowledge) doesn't fit "establishment".
        *   Sense 3 (process) doesn't fit "establishment".
        *   Sense 4 (the profession of teaching) fits best because the "establishment" consists of the people in that profession/system.
        *   Sense 5 (upbringing) doesn't fit.
        *   Sense 6 (US federal department) is too narrow. While the Department of Education is part of the establishment, "the education establishment" usually refers to the broader professional/institutional class.

    *   Sense 4: "the profession of teaching (especially at a school or college or university)".
    *   In the context of "the education establishment", it refers to the professional class and the institutions they manage.

    *   Sense 1: activities of educating.
    *   Sense 4: the profession of teaching.
    *   "Education establishment" = the professional body/system of teaching. This is a standard usage of "education" as an adjective modifying "establishment", where "education" refers to the field/profession.

    *   Wait, let me re-read Sense 4: "the profession of teaching".
    *   Is there a better fit?
    *   Sense 1: "the activities of educating or instructing".
    *   If we say "the education establishment", we are talking about the people and institutions involved in the *profession* of teaching.

    *   Let's check if "education" in "education establishment" is acting as an adjective (attributive noun) referring to the field.
    *   If it refers to the field/profession, Sense 4 is the closest.

    *   Let's double-check Sense 1 again. "the activities of educating or instructing".
    *   "The education establishment" isn't the "activities establishment". It's the "profession establishment".

    *   Sense 4: "the profession of teaching". This fits the concept of an "establishment" (the people who hold power within a profession).


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

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

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

reasoning_content:
*   Context: "The education <t>establishment</t> will fight against common sense every inch of the way."
    *   Surrounding text discusses the conflict between "romantic rebellion" (creativity in education) and "disciplined instruction" (traditional education). It mentions parents' desires and the future of American education.
    *   The phrase "The education establishment" refers to the group of people, institutions, and the overall system that controls and administers education.

    *   Sense 1: The act of forming or establishing something (e.g., constitution, formation). -> *Incorrect.* (Not an action here).
    *   Sense 2: An organization founded and united for a specific purpose (e.g., institution). -> *Possible, but maybe too narrow.*
    *   Sense 3: The persons (or committees or departments etc.) who make up a body for the purpose of administering something (e.g., administration, governance, governing body). -> *Very strong candidate.* "The education establishment" often refers to the people in power within the system.
    *   Sense 4: A public or private structure (buildings and equipment). -> *Incorrect.* (Not referring to buildings).
    *   Sense 5: Any large organization. -> *Possible, but Sense 3 is more specific to the "power structure" implied by "will fight against common sense".*
    *   Sense 6: Ecology (plant/animal habitat). -> *Incorrect.*
    *   Sense 7: Cognitive process of establishing a proof. -> *Incorrect.*

    *   "The education establishment will fight against common sense..."
    *   In this context, "establishment" refers to the entrenched group of people who control the system (administrators, policymakers, influential educators).
    *   Sense 3 specifically mentions "the persons... who make up a body for the purpose of administering something" and lists "administration" and "governing body" as synonyms.
    *   Sense 2 is "an organization founded... for a specific purpose".
    *   Sense 5 is "any large organization".
    *   Usually, when people talk about "The Establishment" (capitalized or not) in a political or social context (like "the education establishment"), they mean the ruling class or the administrative power structure. Sense 3 fits this "power/administration" nuance best.

    *   Sense 3: "the persons (or committees or departments etc.) who make up a body for the purpose of administering something | synonyms=administration, governance, governing body, brass, organization, organisation"
    *   This aligns perfectly with the idea of a group that can "fight against" something.

    *   Sense 2: "an organization founded and united for a specific purpose"
    *   Sense 5: "any large organization"
    *   While the education system is a large organization, the context of "fighting against" suggests the *people* running it (the administration/governing body).

    *   The term "establishment" in "the education establishment" refers to the entrenched authority/administration. Sense 3 is the most precise fit.


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

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

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

reasoning_content:
*   Context: "The education establishment will <t>fight</t> against common sense every inch of the way."
    *   Target word: "fight"
    *   Surrounding words: "fight against common sense every inch of the way."

    *   Sense 1: be engaged in a fight; carry on a fight (contend, struggle). Example: tribesmen fought each other. (Physical or general conflict between parties).
    *   Sense 2: fight against or resist strongly (oppose, fight back, fight down, defend). Example: oppose the bill; Don't fight it! (Resistance/opposition to an idea, law, or force).
    *   Sense 3: make a strenuous or labored effort (struggle). Example: struggled for years to survive; fought for breath. (Physical or mental struggle to achieve a basic need or survive).
    *   Sense 4: exert oneself continuously... to gain an end or engage in a crusade... be an advocate for (crusade, press, campaign). Example: pushed for reforms; crusading for women's rights. (Active advocacy/campaigning for a cause).

    *   The sentence says the education establishment will "fight against common sense."
    *   This means they will *oppose* or *resist* the application of common sense.
    *   Comparing this to the senses:
        *   Sense 1 (physical/general fight) is too literal or broad.
        *   Sense 2 (resist strongly/oppose) fits perfectly. "Fight against [something]" is a classic usage of opposition.
        *   Sense 3 (strenuous effort to survive/achieve) doesn't fit.
        *   Sense 4 (advocating for a cause) is about *promoting* something, whereas "fight against" is about *opposing* something.

    *   The phrase "fight against common sense" aligns most closely with "fight against or resist strongly" (Sense 2).


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

Context: It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands. Their commitment to "creativity "can not survive adolescent illiteracy. American education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way. The <t>reasons</t> are complex, but one simple reason ought not to be underestimated. "Progressive education "(as it was once called) is far more interesting and agreeable to teachers than is disciplined instruction.

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

reasoning_content:
*   Context: "The education establishment will fight against common sense every inch of the way. The <t>reasons</t> are complex, but one simple reason ought not to be underestimated."
    *   Target word: "reasons" (plural of "reason").
    *   Surrounding context: The author is discussing why the education establishment fights against "common sense" (disciplined instruction vs. progressive education). The "reasons" refer to the causes or motives behind this behavior (fighting against common sense).

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

    *   The text says: "The education establishment will fight against common sense... The reasons are complex..."
    *   This means: "The *causes* for why they fight against common sense are complex."
    *   Is it a "rational motive for a belief or action" (Sense 1)? Yes, the action is "fighting against common sense."
    *   Is it an "explanation of the cause of some phenomenon" (Sense 2)? Yes, the phenomenon is the education establishment fighting against common sense.
    *   Is it "the capacity for rational thought" (Sense 3)? No.
    *   Is it "the state of having good sense" (Sense 4)? No.
    *   Is it a "justification for something existing or happening" (Sense 5)? Yes, it's the cause/justification for the fight.
    *   Is it a "fact that logically justifies some premise" (Sense 6)? Not exactly.

    *   Sense 1: "a rational motive for a belief or action" (e.g., reason for declaring war).
    *   Sense 2: "an explanation of the cause of some phenomenon" (e.g., reason a steady state was never reached).
    *   Sense 5: "a justification for something existing or happening" (e.g., cause to complain).

    Looking at the context: "The education establishment will fight against common sense... The reasons are complex..."
    The "reasons" here are the motives or causes behind the action of fighting.

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

    "Fighting against common sense" is an action/behavior of the education establishment. The "reasons" are the motives driving that behavior.

    Let's look at Sense 1 again: "a rational motive for a belief or action".
    Let's look at Sense 2 again: "an explanation of the cause of some phenomenon".

    In many dictionaries, "reason" as "cause" or "motive" is split.
    Sense 1: Motive for action.
    Sense 2: Cause of a phenomenon.

    The "education establishment fighting" is an action/behavior. The "reasons" are why they do it. This fits Sense 1 (motive for action) or Sense 2 (cause of phenomenon).

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

    Is the "fight" a phenomenon or an action? It's both. But usually, when talking about people or organizations doing something, we talk about their *motives*.

    Let's check Sense 5: "a justification for something existing or happening".
    "The reasons are complex" -> "The justifications/causes for this happening are complex."

    Let's re-evaluate the examples:
    Sense 1: "the reason that war was declared" (Action: declaring war).
    Sense 2: "the reason a steady state was never reached" (Phenomenon: steady state not reached).
    Sense 5: "he had no cause to complain" (Justification for action).

    The context "The education establishment will fight... The reasons are complex" is very similar to "the reason that war was declared". The "fight" is the action.

    Therefore, Sense 1 seems the most fitting.

    Wait, let me double-check Sense 2 again. "an explanation of the cause of some phenomenon".
    Is "the education establishment fighting against common sense" a phenomenon? Yes.
    Is "the reasons are complex" providing an explanation of the cause? Yes.

    However, Sense 1 ("rational motive for a belief or action") is often used for human/organizational behavior.

    Let's look at the provided senses again.
    1. rational motive for a belief or action.
    2. explanation of the cause of some phenomenon.
    5. justification for something existing or happening.

    If I say "The reasons for the war were complex," that's Sense 1.
    If I say "The reasons for the crash were complex," that's Sense 2.
    If I say "The reasons for the fight were complex," it's likely Sense 1.

    The "fight" here is a metaphorical fight (a struggle/opposition), which is an action/behavior.

    Let's check if Sense 2 is better. "The reason a steady state was never reached was that the back pressure built up too slowly." This is a scientific/mechanical cause.
    The "reasons" for the education establishment's behavior are more like motives.

    Sense 1: "a rational motive for a belief or action".
    The "reasons" are the motives for the action of fighting.

    Let's consider Sense 5: "a justification for something existing or happening".
    "The reasons are complex" could mean the justifications are complex. But "motive" (Sense 1) fits better for an active struggle.

    Let's re-read the context one more time.
    "The education establishment will fight against common sense every inch of the way. The reasons are complex, but one simple reason ought not to be underestimated."
    The "simple reason" given is: "'Progressive education' ... is far more interesting and agreeable to teachers than is disciplined instruction."
    This is clearly a *motive* (it's more interesting/agreeable).

    Therefore, Sense 1 ("a rational motive for a belief or action") is the best fit.

    Wait, is "rational" in Sense 1 a problem? The author might be implying the reasons aren't actually rational, but "rational motive" in a dictionary sense often just means "a motive that can be articulated or reasoned," not necessarily a "logical/wise" one.

    Let's check Sense 2 again. "an explanation of the cause of some phenomenon".
    Is "it is more interesting to teachers" an explanation of the cause? Yes.

    Let's compare Sense 1 and Sense 2 again.
    Sense 1: motive for action.
    Sense 2: cause of phenomenon.

    "Fighting against common sense" is an action. "It is more interesting to teachers" is the motive for that action.

    Sense 1: "the reason that war was declared" (Action: declaring war).
    This is almost identical in structure to "The education establishment will fight... The reasons are complex."

    Final check:
    Sense 1: Motive for action.
    Sense 2: Cause of phenomenon.
    Sense 3: Intellect.
    Sense 4: Rationality.
    Sense 5: Justification.
    Sense 6: Logical justification for a premise.

    The "reason" (it's more interesting to teachers) is the motive for the "action" (fighting against common sense).

    Sense 1 fits best.


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

Context: It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands. Their commitment to "creativity "can not survive adolescent illiteracy. American education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way. The reasons are complex, but one <t>simple</t> reason ought not to be underestimated. "Progressive education "(as it was once called) is far more interesting and agreeable to teachers than is disciplined instruction.

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

reasoning_content:
*   Context: "The reasons are complex, but one <t>simple</t> reason ought not to be underestimated."
    *   Key contrast: "complex" vs. "simple".
    *   Meaning: The author is contrasting "complex reasons" with a "simple reason". In this context, "simple" means not complex, not complicated, or straightforward.

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

    *   The context explicitly contrasts "complex" with "simple".
    *   Sense 1 specifically defines "simple" as "not complex or complicated or involved".
    *   Sense 2 is similar ("easy and not involved"), but Sense 1 is the direct antonym of "complex" in terms of structure/nature.
    *   Sense 3 ("mere") could potentially fit in some contexts ("one mere reason"), but the contrast with "complex" strongly points to Sense 1.

    *   "The reasons are complex, but one simple reason..."
    *   Complex = complicated.
    *   Simple = not complicated.
    *   Sense 1: "not complex or complicated or involved".

    *   Sense 1 is the best fit.


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

Context: It is not surprising that parents find this romantic extravagance so attractive. Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands. Their commitment to "creativity "can not survive adolescent illiteracy. American education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way. The reasons are complex, but one simple <t>reason</t> ought not to be underestimated. "Progressive education "(as it was once called) is far more interesting and agreeable to teachers than is disciplined instruction.

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

reasoning_content:
*   Context: "The reasons are complex, but one simple <t>reason</t> ought not to be underestimated. 'Progressive education' (as it was once called) is far more interesting and agreeable to teachers than is disciplined instruction."
    *   Target word: "reason"
    *   Surrounding text: The author is discussing why the education establishment fights against "common sense" (disciplined instruction). The sentence says "The reasons are complex, but one simple reason ought not to be underestimated," and then provides that reason: "Progressive education... is far more interesting and agreeable to teachers than is disciplined instruction."

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

    *   The text says "The reasons are complex, but one simple reason ought not to be underestimated."
    *   The "reason" provided is that progressive education is more interesting to teachers.
    *   This "reason" explains *why* the education establishment fights against common sense.
    *   Is it a "rational motive for a belief or action" (Sense 1)? Yes, the action is fighting against common sense.
    *   Is it an "explanation of the cause of some phenomenon" (Sense 2)? Yes, the phenomenon is the education establishment fighting against common sense.
    *   Is it "the capacity for rational thought" (Sense 3)? No.
    *   Is it "the state of having good sense" (Sense 4)? No.
    *   Is it a "justification for something existing or happening" (Sense 5)? Yes, it justifies why they fight.
    *   Is it a "fact that logically justifies some premise or conclusion" (Sense 6)? Not exactly a logical premise/conclusion in a formal sense, but more of a causal explanation.

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

    Let's look closer at the context: "The education establishment will fight against common sense every inch of the way. The reasons are complex, but one simple reason ought not to be underestimated. 'Progressive education'... is far more interesting... to teachers..."

    The "reason" here is the *cause* or *explanation* for the behavior (fighting against common sense).

    Comparing Sense 1 and Sense 2:
    Sense 1: "the reason that war was declared" (motive for action).
    Sense 2: "the reason a steady state was never reached" (explanation of cause).

    The "reason" in the text is the motive/cause for the education establishment's action (fighting against common sense).

    Let's check Sense 2 again: "an explanation of the cause of some phenomenon". The phenomenon is the fight.
    Let's check Sense 1 again: "a rational motive for a belief or action". The action is the fight.

    Usually, in these types of NLP tasks (like WordNet-based sense disambiguation), "reason" as a cause for an action is often categorized as Sense 1 or Sense 2.

    Let's re-read the examples:
    Sense 1: "the reason that war was declared" (Action: declaring war).
    Sense 2: "the reason a steady state was never reached" (Phenomenon: steady state not reached).

    In the context, the "action" is "fighting against common sense". This aligns very closely with "the reason that war was declared".

    Wait, let's look at Sense 5: "a justification for something existing or happening". "He had no cause to complain". This is more about having a *right* or *valid ground* to do something.

    Let's look at Sense 2 again: "an explanation of the cause of some phenomenon".

    Is "fighting against common sense" a "phenomenon" or an "action"? It's an action taken by the education establishment.

    If I have to choose between 1 and 2:
    Sense 1: rational motive for an action.
    Sense 2: explanation of the cause of a phenomenon.

    The "reason" given (it's more interesting to teachers) is the motive for their action.

    Let's double-check if there's a better fit.
    Sense 1: "the reason that war was declared" -> "the reason [the education establishment fights against common sense]"
    Sense 2: "the reason a steady state was never reached" -> "the reason [the education establishment fights against common sense]"

    Actually, Sense 1 and Sense 2 are very similar. Let's look at the nuances. "Rational motive" vs "Explanation of the cause". Is "being more interesting" a *rational* motive? It's a motive, but maybe not a "rational" one in the sense of being logical, though it is a reason. However, in dictionary definitions, "rational motive" often just means "a reason".

    Let's re-evaluate Sense 2: "explanation of the cause of some phenomenon". The "phenomenon" here is the behavior of the education establishment.

    Let's look at the provided senses again.
    1. rational motive for a belief or action
    2. explanation of the cause of some phenomenon

    In the sentence "The reasons are complex, but one simple reason ought not to be underestimated," the author is explaining *why* something is happening.

    If we look at the example for Sense 1: "the reason that war was declared". This is almost identical in structure to "the reason [the education establishment fights]".

    Let's check Sense 2's example: "the reason a steady state was never reached was that the back pressure built up too slowly". This is more of a scientific/mechanical cause.

    The "reason" in the text is a human motive. Therefore, Sense 1 is a stronger fit than Sense 2.

    Wait, let me look at Sense 5 again: "a justification for something existing or happening". "He had no cause to complain". This is more about legitimacy.

    Let's look at Sense 6: "a fact that logically justifies some premise or conclusion". "There is reason to believe he is lying". This is about evidence.

    So, it's between 1 and 2.
    Sense 1: motive for action.
    Sense 2: cause of phenomenon.

    "Fighting against common sense" is an action. "Being more interesting to teachers" is the motive.

    Final check:
    Context: "The education establishment will fight... The reasons are complex, but one simple reason... [is that] 'Progressive education'... is far more interesting... to teachers."
    Sense 1: "a rational motive for a belief or action"
    Example 1: "the reason that war was declared"

    This matches perfectly.


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

Context: Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands. Their commitment to "creativity "can not survive adolescent illiteracy. American education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way. The reasons are complex, but one simple reason ought not to be underestimated. "<t>Progressive</t> education "(as it was once called) is far more interesting and agreeable to teachers than is disciplined instruction. It is nice for teachers to think they are engaged in "personality development "and even nicer to minimize those irksome tests with often disappointing results.

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

reasoning_content:
*   Context: "Progressive education" (as it was once called) is far more interesting and agreeable to teachers than is disciplined instruction.
    *   Key phrase: "Progressive education".
    *   Contrast: "disciplined instruction".
    *   Contextual clues: "personality development", "minimize those irksome tests", "education establishment".

    *   Sense 1: favoring or promoting progress | examples=progressive schools.
    *   Sense 2: favoring or promoting reform (often by government action) | synonyms=reformist, reform-minded.
    *   Sense 3: (of taxes) adjusted so that the rate increases as the amount of income increases.
    *   Sense 4: gradually advancing in extent.
    *   Sense 5: (of a card game or a dance) involving a series of sections...
    *   Sense 6: advancing in severity.

    *   The text discusses "Progressive education" in contrast to "disciplined instruction".
    *   "Progressive education" refers to a specific pedagogical movement (often associated with John Dewey) that emphasizes learning by doing, student-centered learning, and reform of traditional teaching methods.
    *   Looking at the senses:
        *   Sense 1 ("favoring or promoting progress") specifically lists "progressive schools" as an example.
        *   Sense 2 ("favoring or promoting reform") is close, but Sense 1 is more directly linked to the specific term "progressive education/schools".
    *   Wait, let's re-evaluate Sense 1 vs Sense 2.
        *   Sense 1: "favoring or promoting progress" (Example: progressive schools).
        *   Sense 2: "favoring or promoting reform".
    *   In the context of education, "Progressive education" is a specific philosophy. Sense 1 explicitly mentions "progressive schools".

    *   The text is critical of "Progressive education", contrasting it with "disciplined instruction".
    *   Sense 1 fits perfectly as it describes the educational philosophy/approach.

    *   Sense 1: favoring or promoting progress (Example: progressive schools).
    *   Sense 2: favoring or promoting reform.
    *   While progressive education is a reform, the dictionary example for Sense 1 is "progressive schools", which is a direct match for "Progressive 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: Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands. Their commitment to "creativity "can not survive adolescent illiteracy. American education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way. The reasons are complex, but one simple reason ought not to be underestimated. "Progressive <t>education</t> "(as it was once called) is far more interesting and agreeable to teachers than is disciplined instruction. It is nice for teachers to think they are engaged in "personality development "and even nicer to minimize those irksome tests with often disappointing results.

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

    *   Sense 1: The activities of educating or instructing; activities that impart knowledge or skill (synonyms: 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.
    *   Sense 5: The result of good upbringing (social behavior).
    *   Sense 6: The US federal department.

    *   The phrase is "Progressive education."
    *   It is contrasted with "disciplined instruction."
    *   It is described as being "more interesting and agreeable to teachers."
    *   This refers to a *method* or *approach* to teaching/instructing.
    *   Sense 1 ("the activities of educating or instructing; activities that impart knowledge or skill") fits best because "Progressive education" refers to a specific pedagogical approach or system of instruction.

    *   Sense 2 (knowledge acquired) doesn't fit "Progressive education" in this context (it's not about the knowledge itself, but the way it's taught).
    *   Sense 3 (gradual process) is close, but "Progressive education" usually refers to the system/methodology (pedagogy).
    *   Sense 4 (profession) refers to the career, not the method.
    *   Sense 5 (upbringing) is irrelevant.
    *   Sense 6 (government department) is irrelevant.

    *   "Progressive education" is a pedagogical movement.
    *   Sense 1 includes "pedagogy" and "instruction."
    *   The text explicitly compares it to "disciplined instruction."

    *   The correct sense is 1.


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

Context: Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands. Their commitment to "creativity "can not survive adolescent illiteracy. American education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way. The reasons are complex, but one simple reason ought not to be underestimated. "Progressive education "(as it was <t>once</t> called) is far more interesting and agreeable to teachers than is disciplined instruction. It is nice for teachers to think they are engaged in "personality development "and even nicer to minimize those irksome tests with often disappointing results.

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

reasoning_content:
*   Context: "Progressive education "(as it was <t>once</t> called) is far more interesting and agreeable to teachers than is disciplined instruction."
    *   Target word: "once"
    *   Senses provided:
        1.  on one occasion (one time, in one case)
        2.  as soon as
        3.  at a previous time (formerly, at one time, erstwhile, erst)

    *   The phrase is "as it was once called".
    *   This means "as it was called in the past" or "as it was formerly called".

    *   Sense 1: "on one occasion" (e.g., "once I ran into her"). This doesn't fit. It's not talking about a single specific event, but a period in the past.
    *   Sense 2: "as soon as" (e.g., "once we are home"). This doesn't fit. It's not a temporal conjunction indicating immediacy.
    *   Sense 3: "at a previous time" (synonyms: formerly, at one time). This fits perfectly. "as it was formerly called".

    *   The correct sense is 3.


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

Context: Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands. Their commitment to "creativity "can not survive adolescent illiteracy. American education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way. The reasons are complex, but one simple reason ought not to be underestimated. "Progressive education "(as it was once <t>called</t>) is far more interesting and agreeable to teachers than is disciplined instruction. It is nice for teachers to think they are engaged in "personality development "and even nicer to minimize those irksome tests with often disappointing results.

Senses:
1. definition=assign a specified (usually proper) proper name to | synonyms=name | examples=They named their son David; The new school was named after the famous Civil Rights leader
2. definition=ascribe a quality to or give a name of a common noun that reflects a quality | examples=He called me a bastard; She called her children lazy and ungrateful
3. definition=get or try to get into communication (with someone) by telephone | synonyms=telephone, call up, phone, ring | examples=I tried to call you all night; Take two aspirin and call me in the morning
4. definition=utter a sudden loud cry | synonyms=shout, shout out, cry, yell, scream, holler | examples=she cried with pain when the doctor inserted the needle; I yelled to her from the window but she couldn't hear me
5. definition=order, request, or command to come | synonyms=send for | examples=She was called into the director's office; Call the police!
6. definition=pay a brief visit | synonyms=visit, call in | examples=The mayor likes to call on some of the prominent citizens
7. definition=call a meeting; invite or command to meet | examples=The Wannsee Conference was called to discuss the `Final Solution'; The new dean calls meetings every week
8. definition=read aloud to check for omissions or absentees | examples=Call roll
9. definition=send a message or attempt to reach someone by radio, phone, etc.; make a signal to in order to transmit a message | examples=Hawaii is calling!; A transmitter in Samoa was heard calling
10. definition=utter a characteristic note or cry | examples=bluejays called to one another
11. definition=stop or postpone because of adverse conditions, such as bad weather | examples=call a football game
12. definition=greet, as with a prescribed form, title, or name | synonyms=address | examples=He always addresses me with `Sir'; Call me Mister
13. definition=make a stop in a harbour | examples=The ship will call in Honolulu tomorrow
14. definition=demand payment of (a loan) | synonyms=call in | examples=Call a loan
15. definition=make a demand, as for a card or a suit or a show of hands | synonyms=bid | examples=He called his trump
16. definition=give the calls (to the dancers) for a square dance | synonyms=call off
17. definition=indicate a decision in regard to | examples=call balls and strikes behind the plate
18. definition=make a prediction about; tell in advance | synonyms=predict, foretell, prognosticate, forebode, anticipate, promise | examples=Call the outcome of an election
19. definition=require the presentation of for redemption before maturation | examples=Call a bond
20. definition=challenge (somebody) to make good on a statement; charge with or censure for an offense | examples=He deserves to be called on that
21. definition=declare in the capacity of an umpire or referee | examples=call a runner out
22. definition=lure by imitating the characteristic call of an animal | examples=Call ducks
23. definition=order or request or give a command for | examples=The unions called a general strike for Sunday
24. definition=order, summon, or request for a specific duty or activity, work, role | examples=He was already called 4 times for jury duty; They called him to active military duty
25. definition=utter in a loud voice or announce | examples=He called my name; The auctioneer called the bids
26. definition=challenge the sincerity or truthfulness of | examples=call the speaker on a question of fact
27. definition=consider or regard as being | examples=I would not call her beautiful
28. definition=rouse somebody from sleep with a call | examples=I was called at 5 A.M. this morning

reasoning_content:
*   Context: "Progressive education" (as it was once <t>called</t>) is far more interesting and agreeable to teachers than is disciplined instruction.
    *   Target word: "called" (past participle of "call").
    *   Meaning in context: "Progressive education" was the name given to this approach to education.

    *   1: assign a specified (usually proper) proper name to (e.g., "They named their son David").
    *   2: ascribe a quality to or give a name of a common noun that reflects a quality (e.g., "He called me a bastard").
    *   3: communication by telephone.
    *   4: utter a sudden loud cry.
    *   5: order, request, or command to come.
    *   6: pay a brief visit.
    *   7: call a meeting.
    *   8: read aloud to check for omissions.
    *   9: send a message by radio/phone.
    *   10: utter a characteristic note or cry.
    *   11: stop or postpone (e.g., a game).
    *   12: greet with a prescribed form/title.
    *   13: make a stop in a harbour.
    *   14: demand payment of a loan.
    *   15: make a demand (card/suit).
    *   16: give calls for a square dance.
    *   17: indicate a decision (balls and strikes).
    *   18: make a prediction.
    *   19: require presentation for redemption (bond).
    *   20: challenge to make good on a statement.
    *   21: declare as an umpire.
    *   22: lure by imitating animal call.
    *   23: order or request (e.g., a strike).
    *   24: order/summon for duty.
    *   25: utter in a loud voice or announce.
    *   26: challenge sincerity/truthfulness.
    *   27: consider or regard as being (e.g., "I would not call her beautiful").
    *   28: rouse from sleep.

    *   The phrase is "Progressive education (as it was once called)".
    *   This means "Progressive education" was the name assigned to it.
    *   Sense 1: "assign a specified (usually proper) proper name to".
    *   Sense 2: "ascribe a quality to or give a name of a common noun that reflects a quality".
    *   Sense 27: "consider or regard as being".

    *   "Progressive education" is a specific name/term for a pedagogical approach.
    *   Sense 1 fits best because it's about assigning a name.
    *   Sense 2 is more about labels/qualities (e.g., "lazy", "bastard").
    *   Sense 27 is about opinion/judgment (e.g., "beautiful").

    *   "Progressive education" is the name given to the system.
    *   Sense 1: "assign a specified (usually proper) proper name to | synonyms=name".
    *   Example: "The new school was named after the famous Civil Rights leader".
    *   Wait, let's look at Sense 1 again. "assign a specified (usually proper) proper name to". "Progressive education" is a term/name.

    *   Is it Sense 1 or Sense 27?
    *   "as it was once called" = "as it was once named".
    *   Sense 1: "assign a specified (usually proper) proper name to".
    *   Sense 27: "consider or regard as being".
    *   If I say "He is called John," that's Sense 1.
    *   If I say "He is called a genius," that's Sense 2 or 27.
    *   "Progressive education" is the name of the movement.

    *   Sense 1: "assign a specified (usually proper) proper name to | synonyms=name".
    *   Sense 2: "ascribe a quality to or give a name of a common noun that reflects a quality".
    *   Sense 27: "consider or regard as being".
    *   "Progressive education" is a proper name for a specific educational philosophy.

    *   Sense 1: "They named their son David" (Proper name).
    *   Sense 2: "He called me a bastard" (Common noun reflecting quality).
    *   Sense 27: "I would not call her beautiful" (Regard as being).
    *   "Progressive education" is a term/name. It fits Sense 1 best.

    *   Wait, is "Progressive education" a "proper name"? In the context of educational movements, it's often treated as a proper noun or a specific term.
    *   Let's re-evaluate Sense 2: "give a name of a common noun that reflects a quality". "Progressive education" isn't really a common noun reflecting a quality in the same way "bastard" or "lazy" is.
    *   Let's re-evaluate Sense 27: "consider or regard as being". "I would not call her beautiful." This is more about an opinion.

    *   "as it was once called" = "as it was once named".
    *   Sense 1 is the most direct fit for "named".

    *   Sense 1: assign a specified (usually proper) proper name to.
    *   Sense 2: ascribe a quality to or give a name of a common noun that reflects a quality.
    *   Sense 27: consider or regard as being.
    *   "Progressive education" is the name of the movement. Sense 1 is the most appropriate.


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

Context: Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands. Their commitment to "creativity "can not survive adolescent illiteracy. American education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way. The reasons are complex, but one simple reason ought not to be underestimated. "Progressive education "(as it was once called) is <t>far</t> more interesting and agreeable to teachers than is disciplined instruction. It is nice for teachers to think they are engaged in "personality development "and even nicer to minimize those irksome tests with often disappointing results.

Senses:
1. definition=to a considerable degree; very much | examples=a far far better thing that I do; felt far worse than yesterday
2. definition=at or to or from a great distance in space | examples=he traveled far; strayed far from home
3. definition=at or to a certain point or degree | examples=I can only go so far before I have to give up; how far can we get with this kind of argument?
4. definition=remote in time | examples=if we could see far into the future; all that happened far in the past
5. definition=to an advanced stage or point | examples=a young man who will go very far

reasoning_content:
*   Context: "...'Progressive education' (as it was once called) is <t>far</t> more interesting and agreeable to teachers than is disciplined instruction."
    *   Target word: "far"
    *   Usage: "far more interesting and agreeable"

    *   Sense 1: "to a considerable degree; very much" (e.g., "far far better", "felt far worse").
    *   Sense 2: "at or to or from a great distance in space" (e.g., "traveled far").
    *   Sense 3: "at or to a certain point or degree" (e.g., "go so far", "how far can we get").
    *   Sense 4: "remote in time" (e.g., "far into the future").
    *   Sense 5: "to an advanced stage or point" (e.g., "go very far").

    *   In the phrase "far more interesting", "far" is modifying the comparative adjective "more interesting".
    *   It means "much more interesting" or "to a considerable degree more interesting".
    *   This matches Sense 1: "to a considerable degree; very much".

    *   Sense 1: "to a considerable degree; very much" -> Matches "far more interesting".
    *   Sense 2: Space -> No.
    *   Sense 3: Certain point/degree (limit) -> No.
    *   Sense 4: Time -> No.
    *   Sense 5: Advanced stage (success) -> No.


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

Context: Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands. Their commitment to "creativity "can not survive adolescent illiteracy. American education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way. The reasons are complex, but one simple reason ought not to be underestimated. "Progressive education "(as it was once called) is far <t>more</t> interesting and agreeable to teachers than is disciplined instruction. It is nice for teachers to think they are engaged in "personality development "and even nicer to minimize those irksome tests with often disappointing results.

Senses:
1. definition=used to form the comparative of some adjectives and adverbs | synonyms=to a greater extent | examples=more interesting; more beautiful
2. definition=comparative of much; to a greater degree or extent | examples=he works more now; they eat more than they should

reasoning_content:
*   Context: "...'Progressive education' (as it was once called) is far <t>more</t> interesting and agreeable to teachers than is disciplined instruction."
    *   Target word: "more"
    *   Senses provided:
        1.  Used to form the comparative of some adjectives and adverbs (synonyms: to a greater extent; examples: more interesting, more beautiful).
        2.  Comparative of much; to a greater degree or extent (examples: he works more now; they eat more than they should).

    *   The word "more" is modifying the adjectives "interesting" and "agreeable".
    *   It is used to create the comparative form of these adjectives ("more interesting", "more agreeable").

    *   Sense 1 specifically mentions "used to form the comparative of some adjectives and adverbs" and gives the example "more interesting".
    *   Sense 2 refers to "more" as a comparative of "much" (acting as an adverb or pronoun), e.g., "he works more".

    *   The usage in the context ("more interesting") matches Sense 1 perfectly.


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

Context: Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands. Their commitment to "creativity "can not survive adolescent illiteracy. American education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way. The reasons are complex, but one simple reason ought not to be underestimated. "Progressive education "(as it was once called) is far more interesting and <t>agreeable</t> to teachers than is disciplined instruction. It is nice for teachers to think they are engaged in "personality development "and even nicer to minimize those irksome tests with often disappointing results.

Senses:
1. definition=conforming to your own liking or feelings or nature; ; ; - Disraeli | examples=Is the plan agreeable to you?; he's an agreeable fellow
2. definition=in keeping | synonyms=accordant, conformable, consonant, concordant | examples=salaries agreeable with current trends; plans conformable with your wishes
3. definition=prepared to agree or consent | examples=agreeable to the plan

reasoning_content:
*   Context: " 'Progressive education' (as it was once called) is far more interesting and <t>agreeable</t> to teachers than is disciplined instruction."
    *   Target word: "agreeable"
    *   Meaning in context: The author is saying that teachers find "progressive education" more interesting and more pleasing/pleasant/to their liking than "disciplined instruction."

    *   Sense 1: "conforming to your own liking or feelings or nature" (e.g., "Is the plan agreeable to you?", "he's an agreeable fellow"). This fits the idea of something being pleasing or liked.
    *   Sense 2: "in keeping" (e.g., "salaries agreeable with current trends"). This refers to consistency or harmony between two things.
    *   Sense 3: "prepared to agree or consent" (e.g., "agreeable to the plan"). This refers to a person's willingness to consent.

    *   The sentence says progressive education is "more interesting and agreeable to teachers."
    *   Does it mean it's "in keeping" with teachers? No.
    *   Does it mean it's "prepared to agree" with teachers? No (education is an abstract concept, not a person who can consent).
    *   Does it mean it's "conforming to their liking or feelings"? Yes. It is more pleasing or preferable to them.

Sense 1.


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

Context: Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands. Their commitment to "creativity "can not survive adolescent illiteracy. American education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share. The education establishment will fight against common sense every inch of the way. The reasons are complex, but one simple reason ought not to be underestimated. "Progressive education "(as it was once called) is far more interesting and agreeable to <t>teachers</t> than is disciplined instruction. It is nice for teachers to think they are engaged in "personality development "and even nicer to minimize those irksome tests with often disappointing results.

Senses:
1. definition=a person whose occupation is teaching | synonyms=instructor
2. definition=a personified abstraction that teaches | examples=books were his teachers; experience is a demanding teacher

reasoning_content:
*   Context: A passage discussing education, "progressive education," "disciplined instruction," and the preferences of "teachers" regarding teaching methods and testing.
    *   Target word: `<t>teachers</t>`
    *   Senses:
        1.  A person whose occupation is teaching (instructor).
        2.  A personified abstraction that teaches (e.g., books, experience).

    *   Sentence: "'Progressive education' (as it was once called) is far more interesting and agreeable to <t>teachers</t> than is disciplined instruction."
    *   Sentence: "It is nice for teachers to think they are engaged in 'personality development' and even nicer to minimize those irksome tests with often disappointing results."

    *   The text refers to people who are involved in the "education establishment," who find certain teaching methods "agreeable," who "think they are engaged in 'personality development'," and who want to "minimize those irksome tests."
    *   These are clearly human beings whose profession is teaching.

    *   Sense 1: A person whose occupation is teaching. (Matches)
    *   Sense 2: A personified abstraction. (Does not match)