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

Context: Here is an example. If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young <t>people</t> 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.

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

reasoning_content:
*   Context: "...The result is a generation of young <t>people</t> whose ignorance and intellectual incompetence is matched only by their good opinion of themselves."
    *   Target word: "people"
    *   Senses provided:
        1.  (plural) any group of human beings (men or women or children) collectively.
        2.  The body of citizens of a state or country (citizenry).
        3.  Members of a family line.
        4.  The common people generally (multitude, masses).

    *   The phrase is "a generation of young people".
    *   It refers to a group of human beings (specifically, the youth of a generation).
    *   It does not refer to the citizenry of a specific state (Sense 2).
    *   It does not refer to a specific family line (Sense 3).
    *   It does not refer to "the masses" in a socio-political sense (Sense 4), but rather to a general group of human beings.

    *   Sense 1: "any group of human beings (men or women or children) collectively". This fits perfectly. "Young people" is a common way to describe a group of human beings of a certain age.


attempt_kind: initial

status: success

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

Context: Here is an example. If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual <t>incompetence</t> 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.

Senses:
1. definition=lack of physical or intellectual ability or qualifications | synonyms=incompetency
2. definition=inability of a part or organ to function properly

finish_reason: stop

role: assistant

reasoning_content:
*   Context: A passage discussing the misuse of "creativity" in education, leading to a generation of young people with "ignorance and intellectual <t>incompetence</t>."
    *   Target word: "incompetence"
    *   Senses provided:
        1.  Lack of physical or intellectual ability or qualifications.
        2.  Inability of a part or organ to function properly.

    *   The phrase is "intellectual incompetence."
    *   The context discusses education, creativity, ignorance, and the lack of disciplined instruction.
    *   It refers to the mental capacity or skill level of young people.

    *   Sense 1: "lack of physical or intellectual ability or qualifications" -> This fits perfectly with "intellectual incompetence."
    *   Sense 2: "inability of a part or organ to function properly" -> This refers to medical/biological dysfunction (e.g., valvular incompetence), which does not fit the context of intellectual ability.

    *   The correct sense is 1.

currency: USD

source: unavailable


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

Context: Here is an example. If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is <t>matched</t> 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.

Senses:
1. definition=be compatible, similar or consistent; coincide in their characteristics | synonyms=fit, correspond, check, jibe, gibe, tally | examples=The two stories don't agree in many details; The handwriting checks with the signature on the check
2. definition=provide funds complementary to | examples=The company matched the employees' contributions
3. definition=bring two objects, ideas, or people together | synonyms=mate, couple, pair, twin | examples=This fact is coupled to the other one; Matchmaker, can you match my daughter with a nice young man?
4. definition=be equal to in quality or ability | synonyms=equal, touch, rival | examples=Nothing can rival cotton for durability; Your performance doesn't even touch that of your colleagues
5. definition=make correspond or harmonize | synonyms=fit | examples=Match my sweater
6. definition=satisfy or fulfill | synonyms=meet, cope with | examples=meet a need; this job doesn't match my dreams
7. definition=give or join in marriage
8. definition=set into opposition or rivalry | synonyms=pit, oppose, play off | examples=let them match their best athletes against ours; pit a chess player against the Russian champion
9. definition=be equal or harmonize | examples=The two pieces match
10. definition=make equal, uniform, corresponding, or matching | synonyms=equal, equalize, equalise, equate | examples=let's equalize the duties among all employees in this office; The company matched the discount policy of its competitors

reasoning_content:
*   Context: "The result is a generation of young people whose ignorance and intellectual incompetence is <t>matched</t> only by their good opinion of themselves."
    *   Meaning: The author is saying that the level of ignorance/incompetence is equal to the level of their self-opinion (both are very high).

    *   Sense 1: be compatible, similar or consistent (e.g., stories agreeing).
    *   Sense 2: provide funds complementary to (e.g., matching contributions).
    *   Sense 3: bring two objects/people together (e.g., matchmaker).
    *   Sense 4: be equal to in quality or ability (synonyms: equal, touch, rival). Example: "Nothing can rival cotton for durability."
    *   Sense 5: make correspond or harmonize (e.g., match a sweater).
    *   Sense 6: satisfy or fulfill (e.g., match a need).
    *   Sense 7: give or join in marriage.
    *   Sense 8: set into opposition or rivalry (e.g., pit against).
    *   Sense 9: be equal or harmonize (e.g., two pieces match).
    *   Sense 10: make equal, uniform, corresponding (e.g., equalize duties).

    *   The sentence "ignorance... is matched only by their good opinion of themselves" means that the degree of ignorance is equal to the degree of their self-opinion.
    *   This fits Sense 4: "be equal to in quality or ability" (synonyms: equal, touch, rival). In this context, "quality" refers to the degree or extent of the trait.

    *   Sense 1 is about consistency/agreement.
    *   Sense 9 is about looking the same or harmonizing.
    *   Sense 10 is about actively making things equal.
    *   Sense 4 is about being equal in degree/quality/ability. "Matched only by" is a common idiom meaning "equaled only by."


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

Context: Here is an example. If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched <t>only</t> 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.

Senses:
1. definition=and nothing more | synonyms=merely, simply, just, but | examples=I was merely asking; it is simply a matter of time
2. definition=without any others being included or involved | synonyms=entirely, exclusively, solely, alone | examples=was entirely to blame; a school devoted entirely to the needs of problem children
3. definition=with nevertheless the final result | examples=He arrived only to find his wife dead; We won only to lose again in the next round
4. definition=in the final outcome | examples=These news will only make you more upset
5. definition=except that | examples=It was the same story; only this time she came out better
6. definition=never except when | synonyms=only if, only when | examples=call me only if your cold gets worse
7. definition=as recently as | examples=I spoke to him only an hour ago

reasoning_content:
*   Context: "The result is a generation of young people whose ignorance and intellectual incompetence is matched <t>only</t> by their good opinion of themselves."
    *   Target word: "only"

    *   The sentence says their ignorance/incompetence is matched *only* by their good opinion of themselves.
    *   This means the *only* thing that matches (or equals) their ignorance/incompetence is their high self-opinion.
    *   It implies that nothing else matches it, except for their self-opinion.
    *   Essentially, it means "solely" or "exclusively".

    *   Sense 1: "and nothing more" (merely, simply, just). Example: "I was merely asking." (Doesn't quite fit the "exclusive match" logic here).
    *   Sense 2: "without any others being included or involved" (entirely, exclusively, solely, alone). Example: "was entirely to blame." (This fits well: their ignorance is matched *solely* by their good opinion).
    *   Sense 3: "with nevertheless the final result" (He arrived only to find...). (Incorrect).
    *   Sense 4: "in the final outcome" (These news will only make you more upset). (Incorrect).
    *   Sense 5: "except that" (It was the same story; only this time...). (Incorrect).
    *   Sense 6: "never except when" (call me only if...). (Incorrect).
    *   Sense 7: "as recently as" (I spoke to him only an hour ago). (Incorrect).

    *   "matched only by" $\approx$ "matched solely by" or "matched exclusively by".
    *   This aligns perfectly with Sense 2.


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

Context: Here is an example. If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their <t>good</t> 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.

Senses:
1. definition=having desirable or positive qualities especially those suitable for a thing specified | examples=good news from the hospital; a good report card
2. definition=having the normally expected amount | synonyms=full | examples=gives full measure; gives good measure
3. definition=morally admirable
4. definition=deserving of esteem and respect | synonyms=estimable, honorable, respectable | examples=all respectable companies give guarantees; ruined the family's good name
5. definition=promoting or enhancing well-being | synonyms=beneficial | examples=an arms limitation agreement beneficial to all countries; the beneficial effects of a temperate climate
6. definition=agreeable or pleasing | examples=we all had a good time; good manners
7. definition=of moral excellence | synonyms=just, upright | examples=a genuinely good person; a just cause
8. definition=having or showing knowledge and skill and aptitude | synonyms=adept, expert, practiced, proficient, skillful, skilful | examples=adept in handicrafts; an adept juggler
9. definition=thorough | examples=had a good workout; gave the house a good cleaning
10. definition=with or in a close or intimate relationship | synonyms=dear, near | examples=a good friend; my sisters and brothers are near and dear
11. definition=financially sound | synonyms=dependable, safe, secure | examples=a good investment; a secure investment
12. definition=most suitable or right for a particular purpose | synonyms=right, ripe | examples=a good time to plant tomatoes; the right time to act
13. definition=resulting favorably | synonyms=well | examples=it's a good thing that I wasn't there; it is good that you stayed
14. definition=exerting force or influence | synonyms=effective, in effect, in force | examples=the law is effective immediately; a warranty good for two years
15. definition=capable of pleasing | examples=good looks
16. definition=appealing to the mind | synonyms=serious | examples=good music; a serious book
17. definition=in excellent physical condition | synonyms=sound | examples=good teeth; I still have one good leg
18. definition=tending to promote physical well-being; beneficial to health | synonyms=salutary | examples=beneficial effects of a balanced diet; a good night's sleep
19. definition=not forged | synonyms=honest | examples=a good dollar bill
20. definition=not left to spoil | synonyms=undecomposed, unspoiled, unspoilt | examples=the meat is still good
21. definition=generally admired | examples=good taste

reasoning_content:
*   Context: "...a generation of young people whose ignorance and intellectual incompetence is matched only by their <t>good</t> opinion of themselves."
    *   Target word: "good"
    *   Phrase: "good opinion of themselves"

    *   The author is criticizing a generation of young people.
    *   They are described as having "ignorance and intellectual incompetence."
    *   This is contrasted with their "good opinion of themselves."
    *   In this context, "good opinion of themselves" means they have a high, positive, or favorable view of themselves, despite their actual lack of skill or knowledge.

    *   1. having desirable or positive qualities especially those suitable for a thing specified (e.g., good news, good report card).
    *   2. having the normally expected amount (full).
    *   3. morally admirable.
    *   4. deserving of esteem and respect (estimable, honorable).
    *   5. promoting or enhancing well-being (beneficial).
    *   6. agreeable or pleasing (e.g., good time, good manners).
    *   7. of moral excellence (just, upright).
    *   8. having or showing knowledge and skill and aptitude (adept, expert).
    *   9. thorough (e.g., good workout).
    *   10. close or intimate relationship (dear, near).
    *   11. financially sound (dependable, safe).
    *   12. most suitable or right for a particular purpose (right, ripe).
    *   13. resulting favorably (well).
    *   14. exerting force or influence (effective).
    *   15. capable of pleasing (e.g., good looks).
    *   16. appealing to the mind (serious).
    *   17. in excellent physical condition (sound).
    *   18. tending to promote physical well-being (salutary).
    *   19. not forged (honest).
    *   20. not left to spoil (undecomposed).
    *   21. generally admired (good taste).

    *   "Good opinion" means a positive or favorable view.
    *   Sense 1: "having desirable or positive qualities especially those suitable for a thing specified." A "good opinion" is a positive opinion.
    *   Sense 4: "deserving of esteem and respect." While "good opinion" relates to esteem, the *opinion itself* isn't necessarily "deserving of respect"; rather, it's a *positive* opinion.
    *   Sense 6: "agreeable or pleasing." A good opinion is pleasing to the person holding it.
    *   Sense 21: "generally admired." Not applicable.

    *   "Good opinion" is a common collocation.
    *   If someone has a "good opinion" of someone, they think highly of them.
    *   Looking at Sense 1: "having desirable or positive qualities." A positive opinion fits this description.
    *   Let's re-evaluate Sense 1 vs Sense 6. Sense 1 is more general ("positive qualities"). Sense 6 is "agreeable or pleasing."
    *   Wait, let's look at the examples for Sense 1: "good news from the hospital; a good report card." These are positive things. A "good opinion" is a positive view.

    *   Is there a better fit?
    *   Sense 1: "having desirable or positive qualities" -> A positive opinion.
    *   Sense 4: "deserving of esteem and respect" -> This usually applies to a person's reputation (e.g., "good name").
    *   Sense 6: "agreeable or pleasing" -> "good manners" are pleasing.

    *   In the phrase "good opinion of themselves," "good" means positive or favorable.
    *   Sense 1: "having desirable or positive qualities" fits "positive opinion."

    *   "Good opinion" = positive opinion.
    *   Sense 1: "having desirable or positive qualities especially those suitable for a thing specified."
    *   Example: "good news" (positive news), "good report card" (positive report card).
    *   This matches "good opinion" (positive opinion).


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

Context: Here is an example. If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good <t>opinion</t> 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.

Senses:
1. definition=a personal belief or judgment that is not founded on proof or certainty | synonyms=sentiment, persuasion, view, thought | examples=my opinion differs from yours; I am not of your persuasion
2. definition=a message expressing a belief about something; the expression of a belief that is held with confidence but not substantiated by positive knowledge or proof | synonyms=view | examples=his opinions appeared frequently on the editorial page
3. definition=a belief or sentiment shared by most people; the voice of the people | synonyms=public opinion, popular opinion, vox populi | examples=he asked for a poll of public opinion
4. definition=the legal document stating the reasons for a judicial decision | synonyms=legal opinion, judgment, judgement | examples=opinions are usually written by a single judge
5. definition=the reason for a court's judgment (as opposed to the decision itself) | synonyms=ruling
6. definition=a vague idea in which some confidence is placed | synonyms=impression, feeling, belief, notion | examples=his impression of her was favorable; what are your feelings about the crisis?

reasoning_content:
*   Context: "...a generation of young people whose ignorance and intellectual incompetence is matched only by their good <t>opinion</t> of themselves."
    *   Target word: "opinion"
    *   Key phrase: "good opinion of themselves"

    *   Sense 1: A personal belief or judgment not founded on proof or certainty (sentiment, persuasion, view).
    *   Sense 2: A message expressing a belief (editorial, written expression).
    *   Sense 3: Belief shared by most people (public opinion).
    *   Sense 4: Legal document stating reasons for a judicial decision.
    *   Sense 5: Reason for a court's judgment.
    *   Sense 6: A vague idea in which some confidence is placed (impression, feeling, belief, notion).

    *   "Good opinion of themselves" refers to how they perceive themselves, their self-assessment, or their self-image.
    *   Is it a legal document? No (Senses 4, 5).
    *   Is it public opinion? No (Sense 3).
    *   Is it a written message/editorial? No (Sense 2).
    *   Is it a personal belief/judgment (Sense 1) or a vague idea/impression (Sense 6)?

    *   Sense 1: "a personal belief or judgment that is not founded on proof or certainty"
    *   Sense 6: "a vague idea in which some confidence is placed" (synonyms: impression, feeling, belief, notion). Example: "his impression of her was favorable".

    *   "Good opinion of themselves" is very similar to "favorable impression of themselves".
    *   However, "opinion of oneself" is a standard way to describe one's self-judgment or self-assessment.
    *   Let's look at the examples for Sense 6: "his impression of her was favorable". This matches the structure "good opinion of themselves" (favorable impression of themselves).
    *   Let's look at Sense 1: "my opinion differs from yours". This is more about a specific view on a topic.

    *   "Opinion of [someone]" often aligns with "impression of [someone]".
    *   "He has a high opinion of himself" = "He has a favorable impression of himself".
    *   Sense 6 specifically lists "impression" as a synonym and provides the example "his impression of her was favorable".

    *   Sense 1 is a general belief/judgment.
    *   Sense 6 is an impression/feeling about someone or something.
    *   "Opinion of themselves" fits the "impression/feeling" category better than a "belief/judgment not founded on proof" (though it is that too, Sense 6 is more specific to the "impression of" usage).

    *   Wait, let me re-read Sense 1: "a personal belief or judgment that is not founded on proof or certainty".
    *   Let me re-read Sense 6: "a vague idea in which some confidence is placed | synonyms=impression, feeling, belief, notion | examples=his impression of her was favorable".
    *   "Good opinion of themselves" $\approx$ "Favorable impression of themselves".

    *   Sense 1: "my opinion differs from yours" (Viewpoint)
    *   Sense 6: "his impression of her was favorable" (Assessment/Impression)
    *   The context "good opinion of themselves" is an assessment/impression.

    *   Sense 6 is the best fit.


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

Context: If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The <t>whole</t> 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.

Senses:
1. definition=including all components without exception; being one unit or constituting the full amount or extent or duration; complete | examples=gave his whole attention; a whole wardrobe for the tropics
2. definition=(of siblings) having the same parents | examples=whole brothers and sisters
3. definition=not injured | synonyms=unharmed, unhurt, unscathed
4. definition=exhibiting or restored to vigorous good health | synonyms=hale | examples=hale and hearty; whole in mind and body
5. definition=acting together as a single undiversified whole | synonyms=solid, unanimous | examples=a solid voting bloc

reasoning_content:
*   Context: "The <t>whole</t> notion of 'creativity' in education was (and is) part and parcel of a romantic rebellion..."
    *   Target word: "whole"
    *   Senses provided:
        1.  Including all components without exception; complete.
        2.  (Of siblings) having the same parents.
        3.  Not injured.
        4.  Vigorous good health.
        5.  Acting together as a single undiversified whole (solid, unanimous).

    *   The sentence is: "The whole notion of 'creativity' in education was..."
    *   Here, "whole" modifies "notion".
    *   It means the entire concept, the complete idea, or the total notion.

    *   Sense 1: "including all components without exception; being one unit or constituting the full amount or extent or duration; complete". This fits perfectly. "The complete notion" or "the entire notion".
    *   Sense 2: Siblings. (Incorrect)
    *   Sense 3: Not injured. (Incorrect)
    *   Sense 4: Good health. (Incorrect)
    *   Sense 5: Acting together as a single undiversified whole (like a voting bloc). (Incorrect - "notion" is an abstract concept, not a group of people acting together).

    *   The word "whole" in "the whole notion" means the entire or complete idea. This aligns with Sense 1.


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

Context: If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole <t>notion</t> 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.

Senses:
1. definition=a vague idea in which some confidence is placed | synonyms=impression, feeling, belief, opinion | examples=his impression of her was favorable; what are your feelings about the crisis?
2. definition=a general inclusive concept
3. definition=an odd or fanciful or capricious idea | synonyms=whim, whimsy, whimsey | examples=the theatrical notion of disguise is associated with disaster in his stories; he had a whimsy about flying to the moon
4. definition=(usually plural) small personal articles or clothing or sewing items | examples=buttons and needles are notions

reasoning_content:
*   Context: "The whole <t>notion</t> of 'creativity' in education was (and is) part and parcel of a romantic rebellion against disciplined instruction..."
    *   The author is discussing the concept of "creativity" as it's applied in education, arguing that it's vague, equated with self-expression/self-esteem, and part of a "romantic rebellion."

    *   Sense 1: "a vague idea in which some confidence is placed" (impression, feeling, belief, opinion).
    *   Sense 2: "a general inclusive concept".
    *   Sense 3: "an odd or fanciful or capricious idea" (whim, whimsy).
    *   Sense 4: "small personal articles or clothing or sewing items" (buttons, needles).

    *   Sense 4 is clearly wrong (not about sewing).
    *   Sense 3 (whim/capricious idea) is possible because the author calls it a "romantic rebellion" and "romantic extravagance," but "notion" here refers to the *idea* or *concept* of creativity in education, not a sudden whim.
    *   Sense 1 (vague idea/belief) is strong because the author explicitly says "No one can say" what is meant by creativity and calls it "romantic extravagance."
    *   Sense 2 (general inclusive concept) is also possible, as "the notion of 'creativity' in education" refers to the overall concept.

    *   The author is critiquing the *idea* of creativity in education.
    *   "The whole notion of 'creativity' in education..."
    *   Is it a "general inclusive concept" (Sense 2) or a "vague idea in which some confidence is placed" (Sense 1)?
    *   The text emphasizes that the term is used vaguely ("No one can say" what it means) and that people believe in it ("parents find this romantic extravagance so attractive").
    *   However, in many dictionaries, "notion" meaning "a general concept" is the primary way it's used when referring to a theoretical framework or a general idea.
    *   Let's look at Sense 1 again: "a vague idea in which some confidence is placed." This fits the author's critical tone perfectly. The author believes the "notion" is vague and misplaced.
    *   Let's look at Sense 2 again: "a general inclusive concept." This is a more neutral description.

    *   The author says: "But what do we mean, specifically, by 'creativity'? No one can say." -> This points to vagueness.
    *   "The whole notion of 'creativity' in education was... part and parcel of a romantic rebellion..."
    *   If the author is arguing that the very *concept* is flawed or vague, Sense 1 ("a vague idea") fits the critical context better than the neutral Sense 2.
    *   Wait, let's re-read Sense 2: "a general inclusive concept".
    *   Let's re-read Sense 1: "a vague idea in which some confidence is placed".
    *   In the context of "The whole notion of 'creativity' in education", the author is referring to the *idea* or *belief* that creativity should be encouraged in a certain way.

    *   Sense 1: "his impression of her was favorable; what are your feelings about the crisis?" (These are more like "impressions").
    *   Sense 2: "a general inclusive concept". (e.g., "the notion of justice").
    *   Sense 3: "an odd or fanciful or capricious idea". (e.g., "the theatrical notion of disguise").

    *   The author is talking about the *concept* of creativity in education. While the author *thinks* it's vague, the word "notion" itself is being used to refer to the concept/idea.
    *   However, "the whole notion of..." often implies a certain skepticism or a reference to a belief system.
    *   Let's compare Sense 1 and Sense 2 again.
    *   Sense 1: "a vague idea in which some confidence is placed".
    *   Sense 2: "a general inclusive concept".
    *   The author says "No one can say" what it means, and it's a "romantic rebellion." This strongly suggests the "vague idea" aspect of Sense 1.

    *   If I say "the notion of freedom," I usually mean the concept (Sense 2).
    *   If I say "the notion that the earth is flat," I mean a belief (Sense 1).
    *   If I say "the whole notion of 'creativity' in education," and I've just spent the previous paragraph saying it's undefined and based on a romantic rebellion, I am treating it as a flawed belief or a vague idea.

    *   Sense 1: vague idea/belief/opinion.
    *   Sense 2: general inclusive concept.
    *   The author is attacking the *belief* in this specific version of creativity.
    *   "The whole notion of 'creativity' in education was... part and parcel of a romantic rebellion..."
    *   This sounds more like a "belief" or "vague idea" (Sense 1) than a formal "general inclusive concept" (Sense 2).

    *   Sense 1: "a vague idea in which some confidence is placed"
    *   Sense 2: "a general inclusive concept"
    *   The author's point is that the "notion" is actually a vague, romanticized idea that people believe in without a clear definition. This aligns very well with Sense 1.

    *   Sense 3 is "odd or fanciful." While the author calls it "romantic extravagance," the "notion" itself is the general idea being discussed, not necessarily a sudden whim.
    *   Sense 1's "vague idea in which some confidence is placed" captures both the vagueness ("No one can say" what it means) and the confidence ("parents find this... attractive").

    *   Sense 1: vague idea/belief.
    *   Sense 2: general concept.
    *   The author is critiquing the *belief* in a vague idea.
    *   Let's look at the phrase "the whole notion of". This often introduces a concept that the speaker is about to dismiss or criticize.
    *   Example: "The whole notion that money brings happiness is a lie." (Belief/Sense 1).
    *   Example: "The notion of time is complex." (Concept/Sense 2).
    *   In the text: "The whole notion of 'creativity' in education was... part and parcel of a romantic rebellion..."
    *   This fits the "belief/vague idea" pattern (Sense 1) much better than the "general concept" pattern (Sense 2).


[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: If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in <t>education</t> 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.

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 whole notion of 'creativity' in <t>education</t> was (and is) part and parcel of a romantic rebellion against disciplined instruction..."
    *   Target word: "education"

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

    *   The sentence discusses "creativity in education" as a "rebellion against disciplined instruction."
    *   It's talking about *how* children are taught, the *approach* to teaching, and the *system* of instruction.
    *   "Disciplined instruction" is contrasted with "creativity in education."
    *   This points towards the *activity* or *method* of teaching/instructing.

    *   Sense 1 (activities of educating/instructing/pedagogy) fits perfectly. "Creativity in pedagogy" or "creativity in the activities of instructing."
    *   Sense 2 (knowledge acquired) doesn't fit. "Creativity in knowledge acquired" doesn't make sense here.
    *   Sense 3 (gradual process of acquiring knowledge) is close, but the context emphasizes the *method* (instruction vs. creativity) rather than the *process* of the student acquiring knowledge.
    *   Sense 4 (the profession) is possible, but the text is discussing the *approach* to teaching children, not the career path of teachers.
    *   Sense 5 (upbringing) is incorrect.
    *   Sense 6 (US Department) is incorrect.

    *   The text contrasts "creativity in education" with "disciplined instruction."
    *   "Instruction" is a synonym for Sense 1.
    *   Therefore, "education" here refers to the act/system of instructing.


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

Context: If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a <t>romantic</t> 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.

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

reasoning_content:
*   Context: A passage discussing "creativity" in education, criticizing the shift from disciplined instruction to a "self-expression" model.
    *   Target word: "romantic" (used twice: "romantic rebellion" and "romantic extravagance").
    *   Contextual clues: "rebellion against disciplined instruction," "regarded as 'authoritarian'," "repression and frustration of the latent talents," "wonderful, if as yet undefined, potentialities inherent in the souls of all our children," "extravagance."

    *   Sense 1: Belonging to Romanticism/Romantic Movement (arts/poetry).
    *   Sense 2: Sexual love/romance.
    *   Sense 3: Not sensible about practical matters; idealistic and unrealistic (quixotic).

    *   Is it about the Romantic Movement (Sense 1)? While the *ideas* (focus on the soul, latent talent, rebellion against structure) echo the spirit of Romanticism, the author is using the word to describe an unrealistic or overly idealistic approach to education, rather than specifically referring to the 18th/19th-century artistic movement. However, "romantic" in the sense of "idealistic/unrealistic" often derives from this.
    *   Is it about sexual love (Sense 2)? No.
    *   Is it about being idealistic and unrealistic (Sense 3)? Yes. The author is criticizing the notion of "creativity" as a "romantic rebellion" and "romantic extravagance," implying it's an impractical, unrealistic, or overly idealistic view of how children learn and how education should work.

    *   The author is arguing that the idea of "creativity" as self-expression is a fantasy or an unrealistic ideal that ignores the necessity of disciplined instruction. This aligns perfectly with "idealistic and unrealistic" (Sense 3).


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

Context: If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic <t>rebellion</t> 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.

Senses:
1. definition=refusal to accept some authority or code or convention | examples=each generation must have its own rebellion; his body was in rebellion against fatigue
2. definition=organized opposition to authority; a conflict in which one faction tries to wrest control from another | synonyms=insurrection, revolt, rising, uprising

reasoning_content:
*   Context: "The whole notion of 'creativity' in education was (and is) part and parcel of a romantic <t>rebellion</t> against disciplined instruction, which was (and is) regarded as 'authoritarian,' a repression and frustration of the latent talents..."
    *   Target word: "rebellion"
    *   Senses provided:
        1.  Refusal to accept some authority or code or convention.
        2.  Organized opposition to authority; a conflict in which one faction tries to wrest control from another (insurrection, revolt, rising, uprising).

    *   The text discusses a shift in educational philosophy (moving away from "disciplined instruction" toward "creativity" and "self-expression").
    *   It describes this shift as a "romantic rebellion against disciplined instruction."
    *   Is this an "organized opposition" or "insurrection" (Sense 2)? No. There are no armies, no attempts to seize government control, and no violent uprising.
    *   Is this a "refusal to accept some authority or code or convention" (Sense 1)? Yes. The "code or convention" here is "disciplined instruction," and the "rebellion" is the intellectual/cultural refusal to accept that method in favor of something else.

    *   Sense 1 fits the context of a general cultural or intellectual shift/refusal of a convention.
    *   Sense 2 is too literal/political (insurrection).


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

Context: If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against <t>disciplined</t> 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.

Senses:
1. definition=obeying the rules
2. definition=trained mentally or physically by instruction or exercise | examples=the beautiful coordination of his disciplined muscles; a disciplined mind

reasoning_content:
*   Context: "...a romantic rebellion against <t>disciplined</t> instruction, which was (and is) regarded as 'authoritarian,' a repression and frustration of the latent talents..."
    *   Target word: "disciplined"
    *   Senses:
        1.  obeying the rules
        2.  trained mentally or physically by instruction or exercise (e.g., disciplined muscles, disciplined mind)

    *   The phrase is "disciplined instruction".
    *   The text contrasts "creativity" (equated with self-expression and self-esteem) with "disciplined instruction".
    *   "Disciplined instruction" refers to a structured, rigorous, or systematic way of teaching/learning (the opposite of the "romantic rebellion" and "self-expression").
    *   Sense 1 ("obeying the rules") usually describes a person or a group (e.g., "a disciplined army").
    *   Sense 2 ("trained mentally or physically by instruction or exercise") describes the *nature* of the training or the result of it (e.g., "a disciplined mind"). "Disciplined instruction" refers to instruction that is structured and rigorous to train the mind.

    *   Is the instruction "obeying the rules"? No, the instruction *imposes* rules or structure; it doesn't obey them.
    *   Is the instruction "trained mentally or physically by instruction or exercise"? While "instruction" itself isn't "trained," the adjective "disciplined" here modifies "instruction" to mean instruction that is rigorous, systematic, and focused on training the mind/body. This aligns with the concept of mental training/rigor found in Sense 2.

    *   Sense 1: Behavioral compliance.
    *   Sense 2: Rigorous training/methodology.
    *   In "disciplined instruction," the word describes a method of teaching that is structured and rigorous (training the mind), rather than the instruction itself obeying rules.

    *   Wait, let me re-read Sense 2: "trained mentally or physically by instruction or exercise".
    *   If "disciplined" modifies "instruction", does it mean the instruction is trained? No.
    *   However, in many dictionaries, "disciplined" as an adjective can mean "showing a controlled form of behavior or way of working" or "relating to discipline (training)".
    *   Let's look at the examples for Sense 2: "disciplined muscles", "disciplined mind". These are the *results* of disciplined instruction.
    *   Does "disciplined instruction" mean "instruction that is based on discipline/training"? Yes.
    *   Does "disciplined instruction" mean "instruction that obeys rules"? No.

    *   Sense 1: "obeying the rules" (e.g., a disciplined soldier).
    *   Sense 2: "trained mentally or physically by instruction or exercise" (e.g., a disciplined mind).
    *   In the context of "disciplined instruction," it refers to a structured, rigorous approach to teaching (the process of training). This fits the "training" aspect of Sense 2 much better than the "obeying rules" aspect of Sense 1.

    *   "Disciplined instruction" = Instruction that is rigorous, systematic, and focused on training.
    *   Sense 2 is about being trained by instruction. While the grammar is slightly different (the instruction isn't trained, it *is* the discipline), in the context of these two choices, Sense 2 (training/rigor) is the correct conceptual fit over Sense 1 (obedience).

    *   Sense 1: Obedience.
    *   Sense 2: Training/Rigor.
    *   Context: "disciplined instruction" vs "creativity/self-expression".
    *   The contrast is between structured training and unstructured self-expression.
    *   Therefore, Sense 2.


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

Context: If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined <t>instruction</t>, 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.

Senses:
1. definition=a message describing how something is to be done | synonyms=direction | examples=he gave directions faster than she could follow them
2. definition=the activities of educating or instructing; activities that impart knowledge or skill | synonyms=education, teaching, pedagogy, didactics, educational activity | examples=he received no formal education; our instruction was carefully programmed
3. definition=the profession of a teacher | synonyms=teaching, pedagogy | examples=he prepared for teaching while still in college; pedagogy is recognized as an important profession
4. definition=(computer science) a line of code written as part of a computer program | synonyms=command, statement, program line

reasoning_content:
*   Context: "...part and parcel of a romantic rebellion against disciplined <t>instruction</t>, which was (and is) regarded as 'authoritarian,' a repression and frustration of the latent talents..."
    *   Key phrases: "elementary schools", "creativity in education", "disciplined instruction", "authoritarian", "repression and frustration of the latent talents".
    *   The word "instruction" here refers to the process of teaching or educating children in a structured/disciplined way.

    *   Sense 1: A message describing how something is to be done (e.g., directions). -> Doesn't fit.
    *   Sense 2: The activities of educating or instructing; activities that impart knowledge or skill (synonyms: education, teaching, pedagogy). -> Fits perfectly.
    *   Sense 3: The profession of a teacher. -> While related, the context is about the *act* or *method* of teaching (disciplined instruction), not the career path of the teacher.
    *   Sense 4: A line of code in computer science. -> Doesn't fit.

    *   The context discusses education, schools, and the method of teaching ("disciplined instruction").
    *   Sense 2 specifically covers "the activities of educating or instructing".


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

Context: If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "<t>authoritarian</t>, "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.

Senses:
1. definition=characteristic of an absolute ruler or absolute rule; having absolute sovereignty | synonyms=autocratic, dictatorial, despotic, tyrannic, tyrannical | examples=an authoritarian regime; autocratic government
2. definition=expecting unquestioning obedience | synonyms=dictatorial, overbearing | examples=the timid child of authoritarian parents; insufferably overbearing behavior toward the waiter

reasoning_content:
*   Context: A passage discussing "creativity" in education vs. "disciplined instruction."
    *   Target word: "authoritarian" (used to describe "disciplined instruction").
    *   Contextual clue: "...disciplined instruction, which was (and is) regarded as 'authoritarian,' a repression and frustration of the latent talents..."
    *   Senses provided:
        1.  Characteristic of an absolute ruler/rule (political/governmental context).
        2.  Expecting unquestioning obedience (interpersonal/behavioral context, e.g., parents, teachers).

    *   The word "authoritarian" describes "disciplined instruction" in a school/educational setting.
    *   It is contrasted with "creativity" and "self-expression."
    *   It is linked to "repression and frustration of latent talents."
    *   This refers to a style of teaching or discipline that demands obedience and control, rather than a political regime of absolute sovereignty.

    *   Sense 1: Absolute ruler, absolute rule, autocratic government. (Does not fit the context of classroom instruction).
    *   Sense 2: Expecting unquestioning obedience, dictatorial, overbearing (e.g., authoritarian parents). (Fits the context of disciplined instruction/teaching style).

    *   The correct sense is 2.


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

Context: If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a <t>repression</t> 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.

Senses:
1. definition=a state of forcible subjugation | examples=the long repression of Christian sects
2. definition=(psychiatry) the classical defense mechanism that protects you from impulses or ideas that would cause anxiety by preventing them from becoming conscious
3. definition=the act of repressing; control by holding down | examples=his goal was the repression of insolence

reasoning_content:
*   Context: A passage discussing "creativity" in education, contrasting it with "disciplined instruction." Disciplined instruction is viewed by some as "authoritarian," a "repression and frustration of the latent talents and the wonderful... potentialities inherent in the souls of all our children."
    *   Target word: "repression"
    *   Senses provided:
        1.  Forcible subjugation (e.g., of Christian sects).
        2.  Psychiatric defense mechanism (preventing impulses from becoming conscious).
        3.  The act of repressing; control by holding down (e.g., repression of insolence).

    *   The text says disciplined instruction is regarded as "authoritarian," a "repression and frustration of the latent talents..."
    *   In this context, "repression" refers to the act of holding back, suppressing, or stifling the development of talents and potentialities.

    *   Sense 1 (forcible subjugation) usually refers to political or religious oppression of a group of people. While "authoritarian" is used, the object here is "latent talents," not a group of people.
    *   Sense 2 (psychiatry) refers to an unconscious mental process. The text is talking about an external educational approach (disciplined instruction) acting upon the children's talents.
    *   Sense 3 (the act of repressing; control by holding down) fits best. It describes the act of stifling or holding down something (in this case, talents and potentialities).

    *   Sense 3 is the most accurate description of "holding down" or stifling talents.


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

Context: If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and <t>frustration</t> 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.

Senses:
1. definition=the feeling that accompanies an experience of being thwarted in attaining your goals | synonyms=defeat
2. definition=an act of hindering someone's plans or efforts | synonyms=thwarting, foiling
3. definition=a feeling of annoyance at being hindered or criticized | examples=her constant complaints were the main source of his frustration

reasoning_content:
*   Context: "...a romantic rebellion against disciplined instruction, which was (and is) regarded as 'authoritarian,' a repression and <t>frustration</t> of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children."
    *   Target word: "frustration"
    *   Surrounding words: "repression and frustration of the latent talents..."

    *   Sense 1: "the feeling that accompanies an experience of being thwarted in attaining your goals" (Emotional state/feeling).
    *   Sense 2: "an act of hindering someone's plans or efforts" (The act of thwarting/preventing).
    *   Sense 3: "a feeling of annoyance at being hindered or criticized" (Emotional state/annoyance).

    *   The phrase is "repression and frustration of the latent talents".
    *   "Repression" here means the act of suppressing or preventing something from developing.
    *   "Frustration" is paired with "repression".
    *   Is it the *feeling* of being thwarted (Sense 1 or 3), or the *act* of thwarting/hindering (Sense 2)?
    *   The sentence says disciplined instruction is regarded as "a repression and frustration *of* the latent talents".
    *   You don't "feel" a talent; you hinder or thwart a talent.
    *   Therefore, "frustration" here refers to the act of preventing the talents from developing or being realized.

    *   Sense 2: "an act of hindering someone's plans or efforts" (synonyms: thwarting, foiling).
    *   This fits perfectly. The "frustration of the latent talents" means the act of hindering those talents from manifesting.


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

Context: If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the <t>latent</t> 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.

Senses:
1. definition=potentially existing but not presently evident or realized | examples=a latent fingerprint; latent talent
2. definition=(pathology) not presently active | examples=latent infection; latent diabetes

reasoning_content:
*   Context: "...a repression and frustration of the <t>latent</t> talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children."
    *   Target word: "latent"
    *   Senses provided:
        1.  potentially existing but not presently evident or realized (e.g., latent fingerprint, latent talent).
        2.  (pathology) not presently active (e.g., latent infection, latent diabetes).

    *   The word "latent" modifies "talents".
    *   The sentence discusses "potentialities inherent in the souls of all our children."
    *   This refers to abilities or talents that exist but haven't been developed or manifested yet.

    *   Sense 1: "potentially existing but not presently evident or realized" - This fits perfectly with "talents" and "potentialities".
    *   Sense 2: "(pathology) not presently active" - This refers to medical conditions (infections, diseases), which is not the case here.

    *   The correct sense is 1.


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

Context: If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent <t>talents</t> 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.

Senses:
1. definition=natural abilities or qualities | synonyms=endowment, gift, natural endowment
2. definition=a person who possesses unusual innate ability in some field or activity

reasoning_content:
*   Context: A passage discussing creativity in education, criticizing the move away from disciplined instruction, which was seen as repressing "the latent <t>talents</t> and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children."
    *   Target word: "talents" (plural).
    *   Senses provided:
        1.  natural abilities or qualities (synonyms: endowment, gift, natural endowment).
        2.  a person who possesses unusual innate ability in some field or activity.

    *   The phrase is "latent talents and the wonderful... potentialities inherent in the souls of all our children."
    *   "Latent talents" refers to abilities that are present but not yet developed or manifest.
    *   It is paired with "potentialities," which are qualities or abilities.
    *   It refers to things "inherent in the souls," meaning internal qualities/abilities, not the people themselves.

    *   Sense 1: "natural abilities or qualities" -> Fits perfectly. "Latent natural abilities" makes sense.
    *   Sense 2: "a person who possesses unusual innate ability" -> Does not fit. The text is not talking about "latent people," but rather the abilities within the children.

    *   The word "talents" is used as a plural noun referring to abilities.
    *   Sense 1 is the correct match.


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

Context: If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as <t>yet</t> undefined, potentialities inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive.

Senses:
1. definition=up to the present time | examples=I have yet to see the results; details are yet to be worked out
2. definition=used in negative statement to describe a situation that has existed up to this point or up to the present time | synonyms=so far, thus far, up to now, hitherto, heretofore, as yet | examples=So far he hasn't called; the sun isn't up yet
3. definition=to a greater degree or extent; used with comparisons | synonyms=even, still | examples=looked sick and felt even worse; an even (or still) more interesting problem
4. definition=within an indefinite time or at an unspecified future time | synonyms=in time | examples=he longed for the flowers that were yet to show themselves; sooner or later you will have to face the facts
5. definition=used after a superlative | synonyms=so far | examples=this is the best so far; the largest drug bust yet
6. definition=despite anything to the contrary (usually following a concession) | synonyms=however, nevertheless, withal, still, all the same, even so | examples=although I'm a little afraid, however I'd like to try it; while we disliked each other, nevertheless we agreed

reasoning_content:
*   Context: "...the wonderful, if as <t>yet</t> undefined, potentialities inherent in the souls of all our children."
    *   Target word: "yet" (marked as `<t>yet</t>`).
    *   Phrase: "as yet undefined".

    *   Sense 1: "up to the present time" (e.g., "I have yet to see the results").
    *   Sense 2: "used in negative statement to describe a situation that has existed up to this point or up to the present time" (synonyms: so far, thus far, up to now, hitherto, heretofore, as yet).
    *   Sense 3: "to a greater degree or extent" (synonyms: even, still).
    *   Sense 4: "within an indefinite time or at an unspecified future time" (synonyms: in time).
    *   Sense 5: "used after a superlative" (synonyms: so far).
    *   Sense 6: "despite anything to the contrary" (synonyms: however, nevertheless).

    *   The phrase is "as yet undefined".
    *   "Undefined" is a negative state (not defined).
    *   "As yet" is explicitly listed as a synonym for Sense 2.
    *   Meaning: "up to the present time, they are undefined".

    *   Sense 1: "up to the present time" (often used with "have yet to").
    *   Sense 2: "used in negative statement... up to the present time" (synonyms: so far, thus far, up to now, hitherto, heretofore, as yet).
    *   Wait, Sense 1 and Sense 2 are very similar. Let's look closer.
    *   Sense 1 example: "I have yet to see the results" (meaning I haven't seen them yet).
    *   Sense 2 example: "the sun isn't up yet" (negative statement).
    *   The phrase "as yet" is specifically listed as a synonym for Sense 2.
    *   "Undefined" functions as the negative element (not defined).

    *   "as yet undefined" = "so far undefined" or "hitherto undefined".
    *   This matches Sense 2 perfectly.

    *   Sense 1: "I have yet to see" (similar, but Sense 2 explicitly lists "as yet").
    *   Sense 3: Not a comparison.
    *   Sense 4: Not referring to a future time.
    *   Sense 5: Not after a superlative.
    *   Sense 6: Not a contrast/concession.

    *   Sense 2 definition: "used in negative statement to describe a situation that has existed up to this point or up to the present time | synonyms=so far, thus far, up to now, hitherto, heretofore, as yet".
    *   The context "as yet undefined" fits this exactly.


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

Context: If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, <t>potentialities</t> inherent in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive.

Senses:
1. definition=the inherent capacity for coming into being | synonyms=potential, potency
2. definition=an aptitude that may be developed | synonyms=capability, capableness

reasoning_content:
*   Context: A passage discussing "creativity" in education, criticizing the move away from disciplined instruction. It mentions "latent talents and the wonderful, if as yet undefined, <t>potentialities</t> inherent in the souls of all our children."
    *   Target word: "potentialities"
    *   Senses:
        1.  The inherent capacity for coming into being (potential, potency).
        2.  An aptitude that may be developed (capability, capableness).

    *   The text refers to "latent talents" and "undefined potentialities inherent in the souls of all our children."
    *   "Latent talents" suggests abilities that exist but aren't yet active or developed.
    *   "Potentialities" here refers to the possibilities of what a child *could* become or the abilities they *could* develop.

    *   Sense 1: "the inherent capacity for coming into being" (more philosophical/abstract, often refers to the possibility of existence).
    *   Sense 2: "an aptitude that may be developed" (refers to skills, abilities, or talents that can be nurtured).

    *   The context is about education, talents, and the development of children.
    *   "Potentialities" in the phrase "latent talents and the wonderful... potentialities" strongly aligns with "aptitudes that may be developed."
    *   While Sense 1 is similar, Sense 2 specifically targets "aptitude" and "capability," which fits the educational/talent context better than the general "capacity for coming into being."

    *   Wait, let me re-read Sense 1: "the inherent capacity for coming into being".
    *   Let me re-read Sense 2: "an aptitude that may be developed".
    *   In the context of "latent talents and... potentialities inherent in the souls of all our children," it's talking about the *capabilities* of the children.
    *   Sense 2 is the most precise fit for human ability/talent.


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

Context: If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities <t>inherent</t> in the souls of all our children. It is not surprising that parents find this romantic extravagance so attractive.

Senses:
1. definition=existing as an essential constituent or characteristic | synonyms=built-in, constitutional, inbuilt, integral | examples=the Ptolemaic system with its built-in concept of periodicity; a constitutional inability to tell the truth
2. definition=in the nature of something though not readily apparent | synonyms=implicit in, underlying | examples=shortcomings inherent in our approach; an underlying meaning

reasoning_content:
*   Context: "...the latent talents and the wonderful, if as yet undefined, potentialities <t>inherent</t> in the souls of all our children."
    *   Target word: "inherent"
    *   Senses provided:
        1.  Existing as an essential constituent or characteristic (built-in, constitutional, integral).
        2.  In the nature of something though not readily apparent (implicit in, underlying).

    *   The sentence discusses "latent talents" and "undefined potentialities" that are "inherent in the souls of all our children."
    *   "Latent" means existing but not yet developed or manifest; hidden; concealed.
    *   "Undefined potentialities" refers to possibilities that aren't yet clear or specified.
    *   The author is talking about qualities that are naturally part of the children's souls, even if they aren't currently visible or developed.

    *   Sense 1: "existing as an essential constituent or characteristic" (built-in, constitutional). This fits the idea of something being a natural part of a person's nature.
    *   Sense 2: "in the nature of something though not readily apparent" (implicit in, underlying). This fits the "latent" and "undefined" aspect perfectly.

    *   Sense 1 focuses on the *essential/integral* nature (it's a part of the definition/structure).
    *   Sense 2 focuses on the *hidden/implicit* nature (it's there, but not obvious).
    *   The context uses "latent" (hidden) and "undefined" (not obvious), which strongly aligns with Sense 2 ("not readily apparent").
    *   However, "inherent in the souls" often implies a permanent, essential quality (Sense 1).
    *   Let's look at the examples:
        *   Sense 1: "built-in concept of periodicity", "constitutional inability to tell the truth". (Essential traits).
        *   Sense 2: "shortcomings inherent in our approach", "underlying meaning". (Implicit flaws or meanings).
    *   In the phrase "potentialities inherent in the souls", the potentialities are seen as an essential part of the human soul (Sense 1), but they are also not yet apparent (Sense 2).
    *   Wait, let's re-read Sense 2: "in the nature of something though not readily apparent". This describes "latent talents" and "undefined potentialities" very well.
    *   Let's re-read Sense 1: "existing as an essential constituent or characteristic".
    *   Usually, "inherent" in the context of "inherent in [something]" often leans towards Sense 2 when referring to qualities of a system or a person's nature that aren't immediately obvious.
    *   Actually, looking at the dictionary definitions (like Oxford), Sense 1 is often "existing in something as a permanent, essential, or characteristic attribute," and Sense 2 is "implicit."
    *   In "potentialities inherent in the souls", the author is arguing that these people *believe* these talents are naturally there (essential/built-in).
    *   Let's compare "constitutional inability" (Sense 1) vs "shortcomings inherent in our approach" (Sense 2).
    *   The "potentialities" are seen as a natural, built-in part of the children.
    *   However, the words "latent" and "undefined" specifically point to the "not readily apparent" part of Sense 2.

    *   Sense 1: Essential constituent.
    *   Sense 2: In the nature of something though not readily apparent.
    *   "Latent talents" = not readily apparent.
    *   "Undefined potentialities" = not readily apparent.
    *   "Inherent in the souls" = in the nature of the souls.
    *   This matches Sense 2 almost perfectly.

    *   Is it an "essential constituent" (Sense 1)? Yes, the romantic view is that these talents are an essential part of being a child.
    *   Is it "not readily apparent" (Sense 2)? Yes, that's what "latent" and "undefined" mean.
    *   Usually, when "inherent" is paired with "latent," it emphasizes the implicit/underlying nature.

    *   Sense 1: built-in, constitutional.
    *   Sense 2: implicit in, underlying.
    *   "Potentialities implicit in the souls" vs "Potentialities built-in to the souls".
    *   "Implicit" (Sense 2) fits "latent" and "undefined" better than "built-in" (Sense 1).

    *   Sense 1: "the Ptolemaic system with its built-in concept of periodicity" (The concept is a core part of the system's design).
    *   Sense 2: "shortcomings inherent in our approach" (The flaws are a natural result of the approach, though maybe not obvious at first).
    *   The "potentialities" are a natural result/part of the "souls," though not yet manifest. This aligns better with Sense 2.

    *   Wait, let me think again. "Inherent in the soul" is a very common phrase. Does it mean "essential" or "implicit"?
    *   If I say "the dignity inherent in every human being," I mean it's an essential characteristic (Sense 1).
    *   If I say "the risks inherent in the stock market," I mean they are implicit/underlying (Sense 2).
    *   "Latent talents and undefined potentialities" are things that are *there* but not *seen*. This is the definition of "implicit" or "underlying."

    *   Sense 1: Essential constituent.
    *   Sense 2: In the nature of something though not readily apparent.
    *   The context emphasizes that these talents are "latent" and "undefined." This strongly points to Sense 2.

    *   Sense 1: "existing as an essential constituent or characteristic"
    *   Sense 2: "in the nature of something though not readily apparent"
    *   "Latent" = (of a quality or state) existing but not yet developed or manifest; hidden; concealed.
    *   "Undefined" = not clearly described or defined.
    *   These two adjectives modify "talents" and "potentialities."
    *   The word "inherent" then describes where these latent/undefined things are.
    *   If they are latent and undefined, they are "not readily apparent."
    *   Therefore, Sense 2 is the most precise fit.


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

Context: If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the <t>souls</t> of all our children. It is not surprising that parents find this romantic extravagance so attractive.

Senses:
1. definition=the immaterial part of a person; the actuating cause of an individual life | synonyms=psyche
2. definition=a human being | synonyms=person, individual, someone, somebody, mortal | examples=there was too much for one person to do
3. definition=deep feeling or emotion | synonyms=soulfulness
4. definition=the human embodiment of something | examples=the soul of honor
5. definition=a secular form of gospel that was a major Black musical genre in the 1960s and 1970s | examples=soul was politically significant during the Civil Rights movement

reasoning_content:
*   Context: "...the latent talents and the wonderful, if as yet undefined, potentialities inherent in the <t>souls</t> of all our children."
    *   Target word: "souls"

    *   Sense 1: The immaterial part of a person; the actuating cause of an individual life (psyche).
    *   Sense 2: A human being (person, individual).
    *   Sense 3: Deep feeling or emotion (soulfulness).
    *   Sense 4: The human embodiment of something (e.g., the soul of honor).
    *   Sense 5: A secular form of gospel music.

    *   The sentence discusses "latent talents" and "potentialities inherent in the souls of all our children."
    *   It's talking about the inner essence, the psyche, or the spiritual/mental core where these talents and potentialities reside.
    *   It's not referring to the children as "souls" (individuals) in a counting sense (e.g., "not a soul was there"), although "souls" can sometimes mean people. However, "inherent in the souls" strongly suggests the inner being/psyche rather than just "inherent in the people."
    *   It's not referring to deep emotion (Sense 3), embodiment of a trait (Sense 4), or music (Sense 5).

    *   Sense 1 (immaterial part/psyche) fits best because "inherent in the souls" refers to the internal, essential nature of the children.
    *   Sense 2 (human being) would make the sentence "potentialities inherent in the human beings of all our children," which is redundant and awkward. "Inherent in the souls" refers to the *part* of the person.

    *   The context uses "souls" to refer to the inner essence or psyche of the children. This aligns with Sense 1.


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

Context: If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our <t>children</t>. It is not surprising that parents find this romantic extravagance so attractive.

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

reasoning_content:
*   Context: "...the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our <t>children</t>."
    *   Surrounding context: The text discusses elementary schools, American parents, creativity in education, and "young people."
    *   Target word: "children"

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

    *   The text refers to "elementary schools," "youngsters," and "young people."
    *   The phrase "all our children" in the context of education and the general population of young people suggests "young persons" rather than specifically "offspring of a particular parent" (though parents are mentioned earlier, the final sentence refers to the general concept of children in the education system).
    *   Wait, let's look closer: "If I were to ask a sample of American parents... encourage creativity in your children?" (Here, "children" = offspring).
    *   But the target word is in the sentence: "...potentialities inherent in the souls of all our <t>children</t>."
    *   In "all our children," "our" can be collective (society's children) or possessive (parents' children). Given the context of education and the general critique of the system, it refers to young people in general.
    *   Sense 1: a young person of either sex.
    *   Sense 2: a human offspring.

    *   Sense 1 is about age/stage of life.
    *   Sense 2 is about the relationship to parents.
    *   In "all our children," it's often used as a collective term for the youth of a society.
    *   Let's re-read: "The whole notion of 'creativity' in education was... a repression... of the latent talents... inherent in the souls of all our children."
    *   This refers to the students/young people being educated.
    *   Comparing Sense 1 and Sense 2:
        *   Sense 1: "she writes books for children" (general age group).
        *   Sense 2: "they had three children" (offspring).
    *   "All our children" in this context refers to the young people of the generation/society. This aligns more closely with Sense 1 (young persons).

    *   Is it Sense 2? "Our children" could mean "the children of the parents mentioned." However, the scope has expanded to "the whole notion of 'creativity' in education."
    *   Usually, when talking about education and the youth of a nation, "children" refers to the age group (Sense 1).

    *   Sense 1: young person.
    *   Sense 2: offspring.
    *   The context is about education and the general state of "young people."
    *   "All our children" = the young people of our society.
    *   This fits Sense 1 best.


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

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

Senses:
1. definition=a father or mother; one who begets or one who gives birth to or nurtures and raises a child; a relative who plays the role of guardian
2. definition=an organism (plant or animal) from which younger ones are obtained

reasoning_content:
*   Context: A passage discussing "creativity" in education, mentioning "youngsters," "children," and "parents" who find certain educational ideas attractive but also want their children to get a "decent education."
    *   Target word: "parents" (marked with `<t></t>`).
    *   Senses provided:
        1.  A father or mother; one who begets or one who gives birth to or nurtures and raises a child; a relative who plays the role of guardian.
        2.  An organism (plant or animal) from which younger ones are obtained.

    *   The text talks about "youngsters," "children," "education," and "disciplined instruction."
    *   The sentence "It is not surprising that <t>parents</t> find this romantic extravagance so attractive" refers to the people whose children are in the education system.
    *   The following sentence "Fortunately, these same parents do want their children to get a decent education..." confirms that these are human parents (fathers/mothers).

    *   Sense 1: Human parents/guardians. (Fits perfectly)
    *   Sense 2: Biological parent organism (general biology). (Too broad/incorrect in this social/educational context).

    *   The correct sense is 1.


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

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

Senses:
1. definition=come upon, as if by accident; meet with | synonyms=happen, chance, bump, encounter | examples=We find this idea in Plato; I happened upon the most wonderful bakery not very far from here
2. definition=discover or determine the existence, presence, or fact of | synonyms=detect, observe, discover, notice | examples=She detected high levels of lead in her drinking water; We found traces of lead in the paint
3. definition=come upon after searching; find the location of something that was missed or lost | synonyms=regain | examples=Did you find your glasses?; I cannot find my gloves!
4. definition=establish after a calculation, investigation, experiment, survey, or study | synonyms=determine, find out, ascertain | examples=find the product of two numbers; The physicist who found the elusive particle won the Nobel Prize
5. definition=come to believe on the basis of emotion, intuitions, or indefinite grounds | synonyms=feel | examples=I feel that he doesn't like me; I find him to be obnoxious
6. definition=perceive or be contemporaneous with | synonyms=witness, see | examples=We found Republicans winning the offices; You'll see a lot of cheating in this school
7. definition=get something or somebody for a specific purpose | synonyms=line up, get hold, come up | examples=I found this gadget that will serve as a bottle opener; I got hold of these tools to fix our plumbing
8. definition=make a discovery, make a new finding | synonyms=discover | examples=Roentgen discovered X-rays; Physicists believe they found a new elementary particle
9. definition=make a discovery | synonyms=discover | examples=She found that he had lied to her; The story is false, so far as I can discover
10. definition=obtain through effort or management | examples=She found the time and energy to take care of her aging parents; We found the money to send our sons to college
11. definition=decide on and make a declaration about | synonyms=rule | examples=find someone guilty
12. definition=receive a specified treatment (abstract) | synonyms=receive, get, obtain, incur | examples=These aspects of civilization do not find expression or receive an interpretation; His movie received a good review
13. definition=perceive oneself to be in a certain condition or place | examples=I found myself in a difficult situation; When he woke up, he found himself in a hospital room
14. definition=get or find back; recover the use of | synonyms=recover, retrieve, regain | examples=She regained control of herself; She found her voice and replied quickly
15. definition=succeed in reaching; arrive at | examples=The arrow found its mark
16. definition=accept and make use of one's personality, abilities, and situation | synonyms=find oneself | examples=My son went to Berkeley to find himself

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

    *   1: come upon by accident (e.g., "find this idea in Plato")
    *   2: discover/determine existence (e.g., "found traces of lead")
    *   3: find location of lost item (e.g., "find your glasses")
    *   4: establish via calculation/study (e.g., "find the product of two numbers")
    *   5: come to believe on the basis of emotion, intuitions, or indefinite grounds (synonym: feel) (e.g., "I find him to be obnoxious")
    *   6: perceive or be contemporaneous with (e.g., "found Republicans winning")
    *   7: get something for a purpose (e.g., "found this gadget")
    *   8: make a discovery (e.g., "found a new elementary particle")
    *   9: make a discovery (e.g., "found that he had lied")
    *   10: obtain through effort (e.g., "found the time")
    *   11: decide/declare (e.g., "find someone guilty")
    *   12: receive treatment (e.g., "find expression")
    *   13: perceive oneself in a condition (e.g., "found myself in a difficult situation")
    *   14: recover (e.g., "found her voice")
    *   15: reach/arrive at (e.g., "found its mark")
    *   16: find oneself (personality/abilities)

    *   "parents <t>find</t> this romantic extravagance so attractive."
    *   This means parents *perceive* or *feel* that the romantic extravagance is attractive.
    *   It's an opinion or a subjective perception.

    *   Sense 5: "come to believe on the basis of emotion, intuitions, or indefinite grounds | synonyms=feel | examples=I feel that he doesn't like me; I find him to be obnoxious"
    *   This matches perfectly. "Parents find this... attractive" is equivalent to "Parents feel this... is attractive."

    *   Sense 1 (accidentally come upon) - No.
    *   Sense 2 (detect existence) - No.
    *   Sense 6 (witness/perceive) - This is closer, but Sense 6 is more about witnessing an event ("found Republicans winning"). Sense 5 is about a subjective evaluation/opinion.
    *   Sense 9 (discover a fact) - No.