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

Sentence: It is not surprising that parents find this romantic extravagance so <t>attractive</t>.

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

reasoning_content:
1.  **Analyze the request:** The user wants to know which numbered sense of the word "attractive" is used in the given sentence. The output must be *only* the number.

2.  **Analyze the sentence:** "It is not surprising that parents find this romantic extravagance so <t>attractive</t>."

3.  **Analyze the context:**
    *   "Romantic extravagance" refers to something lavish, dramatic, and often visually or emotionally appealing (like a grand gesture or a beautiful display).
    *   "Parents find this... attractive" suggests they find it pleasing, appealing, or beautiful in a desirable way.

4.  **Analyze the senses:**
    *   **Sense 1:** definition=pleasing to the eye or mind especially through beauty or charm | examples=a remarkably attractive young man. (Focuses on aesthetic pleasure/charm.)
    *   **Sense 2:** definition=having power to arouse interest | examples=an attractive opportunity. (Focuses on drawing attention/interest.)
    *   **Sense 3:** definition=having the properties of a magnet; the ability to draw or pull | examples=an attractive force. (Focuses on physical/gravitational pull.)

5.  **Match the context to the senses:**
    *   The "romantic extravagance" is being judged on its quality of appeal or beauty.
    *   Sense 3 (magnetic pull) is clearly incorrect.
    *   Sense 2 (arousing interest) is possible, but "pleasing" or "beautiful" is a stronger fit for "extravagance."
    *   Sense 1 (pleasing to the eye or mind especially through beauty or charm) perfectly matches the idea of finding a lavish, romantic display appealing or beautiful.

6.  **Conclusion:** Sense 1 is the correct sense.

7.  **Format the output:** Return only the number.


attempt_kind: initial

status: success

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

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

Senses:
1. definition=same in identity | examples=the same man I saw yesterday
2. definition=closely similar or comparable in kind or quality or quantity or degree | examples=curtains the same color as the walls
3. definition=equal in amount or value | examples=like amounts
4. definition=unchanged in character or nature | examples=the village stayed the same

finish_reason: stop

role: assistant

reasoning_content:
1.  **Analyze the request:** The user wants to identify which numbered sense of the word "same" (marked with `<t>same</t>`) is used in the provided sentence. The output must be *only* the number.

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

3.  **Analyze the usage of "same" in the sentence:** "these same parents".
    *   "Same" here refers to the specific group of parents previously mentioned or understood in the context (i.e., the parents who were discussed earlier). It emphasizes that they are the *identical* parents being referred to.

4.  **Evaluate the senses:**
    *   **Sense 1:** definition=same in identity | examples=the same man I saw yesterday. (Matches the usage: referring to the identical, specific parents.)
    *   **Sense 2:** definition=closely similar or comparable in kind or quality or quantity or degree | examples=curtains the same color as the walls. (Does not match; they are not just *similar* parents, they are *the* parents.)
    *   **Sense 3:** definition=equal in amount or value | examples=like amounts. (Does not match.)
    *   **Sense 4:** definition=unchanged in character or nature | examples=the village stayed the same. (Does not match.)

5.  **Conclusion:** Sense 1 is the correct sense.

6.  **Format the output:** Return only the number.

currency: USD

source: unavailable


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

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

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:
1.  **Analyze the Request:** The user wants to identify which numbered sense of the word "parents" (marked with `<t>parents</t>`) is used in the provided sentence. The output must be *only* the number.

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

3.  **Analyze the Contextual Usage:**
    *   The word "parents" is the subject of the clause: "these same parents do want their children..."
    *   The relationship described is between "parents" and "their children."
    *   The action is related to raising/wanting the children to have an education.

4.  **Analyze the Senses:**
    *   **Sense 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.
    *   **Sense 2:** definition=an organism (plant or animal) from which younger ones are obtained.

5.  **Match Usage to Sense:**
    *   The usage ("parents" having "children" and wanting them to be educated) clearly refers to human caregivers/biological progenitors.
    *   This matches **Sense 1**.
    *   Sense 2 (biological source/plant propagation) is irrelevant here.

6.  **Formulate the Output:** The correct sense is 1. (The output must be *only* the number).


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

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

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

reasoning_content:
1.  **Analyze the sentence:** "Fortunately, these same parents do <t>want</t> their children to get a decent education as traditionally understood, and they have enough common sense to know what that demands."
2.  **Identify the target word and context:** The word is "want," and the context is "parents want their children to get a decent education."
3.  **Determine the meaning of "want" in this context:** The parents have a desire or wish for their children to achieve a certain state (getting a decent education).
4.  **Evaluate the provided senses:**
    *   **1. definition=feel or have a desire for; want strongly | examples=I want to go home now:** This matches the context perfectly. The parents desire/wish for the education.
    *   **2. definition=have need of | examples=This piano wants the attention of a competent tuner:** This implies necessity or requirement (e.g., "The car wants gas"). This is not the primary meaning here.
    *   **3. definition=hunt or look for; want for a particular reason | examples=Your former neighbor is wanted by the FBI:** This is the passive/legal sense (being sought). This is incorrect.
    *   **4. definition=wish or demand the presence of | examples=I want you here at noon!:** This focuses on demanding presence or immediate action. While related to desire, the context is about a long-term state (education), not an immediate demand for presence. Sense 1 is a better fit for general desire.
    *   **5. definition=be without, lack; be deficient in | examples=want courtesy:** This is the noun/verb sense meaning "to lack" (e.g., "The situation wants improvement"). This is incorrect.
5.  **Select the best fit:** Sense 1 ("feel or have a desire for") is the most accurate description of the parents' motivation.
6.  **Format the output:** Return only the number.


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

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

Senses:
1. definition=a young person of either sex | examples=she writes books for children
2. definition=a human offspring (son or daughter) of any age | examples=they had three children
3. definition=an immature childish person | examples=he remained a child in practical matters as long as he lived
4. definition=a member of a clan or tribe | examples=the children of Israel

reasoning_content:
1.  **Analyze the request:** The user wants to identify which numbered sense of the word "children" (marked as `<t>children</t>`) is used in the provided sentence. The output must be *only* the number.

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

3.  **Determine the context of "children":** In this sentence, "children" refers to the offspring of the parents mentioned. The parents are concerned about the education of their young/offspring.

4.  **Evaluate the senses:**
    *   **Sense 1:** definition=a young person of either sex | examples=she writes books for children. (This is a general category, but the context here is specifically *their* offspring.)
    *   **Sense 2:** definition=a human offspring (son or daughter) of any age | examples=they had three children. (This perfectly matches the context: the parents' offspring.)
    *   **Sense 3:** definition=an immature childish person | examples=he remained a child in practical matters as long as he lived. (This refers to immaturity, which is not the primary meaning here.)
    *   **Sense 4:** definition=a member of a clan or tribe | examples=the children of Israel. (This is a specific group/lineage, not the general offspring of these parents.)

5.  **Select the best fit:** Sense 2, "a human offspring (son or daughter) of any age," is the most accurate and specific meaning in the context of parents wanting their offspring to receive an education.

6.  **Format the output:** Return only the number.


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

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

Senses:
1. definition=come into the possession of something concrete or abstract | examples=She got a lot of paintings from her uncle
2. definition=enter or assume a certain state or condition | examples=He became annoyed when he heard the bad news
3. definition=cause to move; cause to be in a certain position or condition | examples=He got his squad on the ball
4. definition=receive a specified treatment (abstract) | examples=These aspects of civilization do not find expression or receive an interpretation
5. definition=reach a destination; arrive by movement or progress | examples=She arrived home at 7 o'clock
6. definition=go or come after and bring or take back | examples=Get me those books over there, please
7. definition=go through (mental or physical states or experiences) | examples=get an idea
8. definition=take vengeance on or get even | examples=We'll get them!
9. definition=achieve a point or goal | examples=Nicklaus had a 70
10. definition=cause to do; cause to act in a specified manner | examples=The ads induced me to buy a VCR
11. definition=succeed in catching or seizing, especially after a chase | examples=We finally got the suspect
12. definition=come to have or undergo a change of (physical features and attributes) | examples=He grew a beard
13. definition=be stricken by an illness, fall victim to an illness | examples=He got AIDS
14. definition=communicate with a place or person; establish communication with, as if by telephone | examples=Bill called this number and he got Mary
15. definition=give certain properties to something | examples=get someone mad
16. definition=move into a desired direction of discourse | examples=What are you driving at?
17. definition=grasp with the mind or develop an understanding of | examples=did you catch that allusion?
18. definition=attract and fix | examples=His look caught her
19. definition=reach with a blow or hit in a particular spot | examples=the rock caught her in the back of the head
20. definition=reach by calculation | examples=What do you get when you add up these numbers?
21. definition=acquire as a result of some effort or action | examples=You cannot get water out of a stone
22. definition=purchase | examples=What did you get at the toy store?
23. definition=perceive by hearing | examples=I didn't catch your name
24. definition=suffer from the receipt of | examples=She will catch hell for this behavior!
25. definition=receive as a retribution or punishment | examples=He got 5 years in prison
26. definition=leave immediately; used usually in the imperative form | examples=Scram!
27. definition=reach and board | examples=She got the bus just as it was leaving
28. definition=irritate | examples=Her childish behavior really get to me
29. definition=evoke an emotional response | examples=Brahms's `Requiem' gets me every time
30. definition=apprehend and reproduce accurately | examples=She really caught the spirit of the place in her drawings
31. definition=earn or achieve a base by being walked by the pitcher | examples=He drew a base on balls
32. definition=overcome or destroy | examples=The ice storm got my hibiscus
33. definition=be a mystery or bewildering to | examples=This beats me!
34. definition=take the first step or steps in carrying out an action | examples=We began working at dawn
35. definition=undergo (as of injuries and illnesses) | examples=She suffered a fracture in the accident
36. definition=make children | examples=Abraham begot Isaac

reasoning_content:
1.  **Analyze the sentence:** "Fortunately, these same parents do want their children to <t>get</t> a decent education as traditionally understood, and they have enough common sense to know what that demands."
2.  **Identify the target word and context:** The word is "get," and the context is "to get a decent education."
3.  **Determine the meaning of "get" in this context:** When you "get an education," it means you acquire it, obtain it, or achieve it.
4.  **Review the provided senses of "get":**

    *   1. definition=come into the possession of something concrete or abstract | examples=She got a lot of paintings from her uncle (Acquisition/Possession)
    *   2. definition=enter or assume a certain state or condition | examples=He became annoyed when he heard the bad news (Change of state)
    *   3. definition=cause to move; cause to be in a certain position or condition | examples=He got his squad on the ball (Causation/Movement)
    *   4. definition=receive a specified treatment (abstract) | examples=These aspects of civilization do not find expression or receive an interpretation (Receiving treatment)
    *   5. definition=reach a destination; arrive by movement or progress | examples=She arrived home at 7 o'clock (Arrival)
    *   6. definition=go or come after and bring or take back | examples=Get me those books over there, please (Movement/Fetching)
    *   7. definition=go through (mental or physical states or experiences) | examples=get an idea (Experiencing/Understanding)
    *   8. definition=take vengeance on or get even | examples=We'll get them! (Revenge)
    *   9. definition=achieve a point or goal | examples=Nicklaus had a 70 (Reaching a score/goal)
    *   10. definition=cause to do; cause to act in a specified manner | examples=The ads induced me to buy a VCR (Causation)
    *   11. definition=succeed in catching or seizing, especially after a chase | examples=We finally got the suspect (Capture)
    *   12. definition=come to have or undergo a change of (physical features and attributes) | examples=He grew a beard (Change/Development)
    *   13. definition=be stricken by an illness, fall victim to an illness | examples=He got AIDS (Illness)
    *   14. definition=communicate with a place or person; establish communication with, as if by telephone | examples=Bill called this number and he got Mary (Connection)
    *   15. definition=give certain properties to something | examples=get someone mad (Causation/Attribution)
    *   16. definition=move into a desired direction of discourse | examples=What are you driving at? (Direction)
    *   17. definition=grasp with the mind or develop an understanding of | examples=did you catch that allusion? (Understanding)
    *   18. definition=attract and fix | examples=His look caught her in the back of the head (Attraction/Fixation)
    *   19. definition=reach with a blow or hit in a particular spot | examples=the rock caught her in the back of the head (Impact)
    *   20. definition=reach by calculation | examples=What do you get when you add up these numbers? (Calculation)
    *   21. definition=acquire as a result of some effort or action | examples=You cannot get water out of a stone (Acquisition/Effort)
    *   22. definition=purchase | examples=What did you get at the toy store? (Buying)
    *   23. definition=perceive by hearing | examples=I didn't catch your name (Hearing)
    *   24. definition=suffer from the receipt of | examples=She will catch hell for this behavior! (Suffering consequence)
    *   25. definition=receive as a retribution or punishment | examples=He got 5 years in prison (Punishment)
    *   26. definition=leave immediately; used usually in the imperative form | examples=Scram! (Departure)
    *   27. definition=reach and board | examples=She got the bus just as it was leaving (Boarding)
    *   28. definition=irritate | examples=Her childish behavior really get to me (Irritation)
    *   29. definition=evoke an emotional response | examples=Brahms's `Requiem' gets me every time (Evocation)
    *   30. definition=apprehend and reproduce accurately | examples=She really caught the spirit of the place in her drawings (Reproduction)
    *   31. definition=earn or achieve a base by being walked by the pitcher | examples=He drew a base on balls (Baseball term)
    *   32. definition=overcome or destroy | examples=The ice storm got my hibiscus (Destruction)
    *   33. definition=be a mystery or bewildering to | examples=This beats me! (Confusion)
    *   34. definition=take the first step or steps in carrying out an action | examples=We began working at dawn (Initiation)
    *   35. definition=undergo (as of injuries and illnesses) | examples=She suffered a fracture in the accident (Undergoing)
    *   36. definition=make children | examples=Abraham begot Isaac (Procreation)

5.  **Match the meaning to the senses:** "To get an education" means to acquire or obtain it.
    *   Sense 1: "come into the possession of something concrete or abstract." This is a perfect match for acquiring an education (an abstract possession/achievement).
    *   Sense 21: "acquire as a result of some effort or action." This is also a very strong match, as education requires effort.

6.  **Select the best fit:** Sense 1 (come into the possession of something abstract) is the most direct and general definition for acquiring knowledge or an education. Sense 21 is more specific to the *process* of acquisition through effort, while Sense 1 covers the *result* (possession). Since "getting an education" primarily means achieving possession of that knowledge/credential, Sense 1 is the primary fit.

7.  **Final check:** "To get a decent education" = "To come into the possession of a decent education." (Sense 1).


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

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

Senses:
1. definition=socially or conventionally correct; refined or virtuous | examples=from a decent family
2. definition=according with custom or propriety | examples=her becoming modesty
3. definition=conforming to conventions of sexual behavior; - George Santayana | examples=speech in this circle, if not always decent, never became lewd
4. definition=sufficient for the purpose | examples=an adequate income
5. definition=decently clothed | examples=are you decent?
6. definition=observing conventional sexual mores in speech or behavior or dress | examples=a modest neckline in her dress

reasoning_content:
1.  **Analyze the request:** The user wants to identify which numbered sense of the word "decent" is used in the provided sentence. The output must be *only* the number.

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

3.  **Analyze the target word usage:** "a decent education."

4.  **Determine the meaning of "decent" in this context:** When applied to an education, "decent" means adequate, satisfactory, or good enough to meet the required standard.

5.  **Evaluate the provided senses against the determined meaning:**

    *   1. definition=socially or conventionally correct; refined or virtuous | examples=from a decent family (Focuses on moral/social quality, but "sufficient" is a better fit for "education.")
    *   2. definition=according with custom or propriety | examples=her becoming modesty (Focuses on adherence to rules/customs.)
    *   3. definition=conforming to conventions of sexual behavior; - George Santayana | examples=speech in this circle, if not always decent, never became lewd (Sexual/moral behavior.)
    *   4. definition=sufficient for the purpose | examples=an adequate income (This perfectly matches the meaning of "a satisfactory/adequate education.")
    *   5. definition=decently clothed | examples=are you decent? (Relates to clothing/appearance.)
    *   6. definition=observing conventional sexual mores in speech or behavior or dress | examples=a modest neckline in her dress (Sexual/moral behavior.)

6.  **Select the best match:** Sense 4 ("sufficient for the purpose") is the correct meaning.

7.  **Format the output:** Return only the number.


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

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

Senses:
1. definition=the activities of educating or instructing; activities that impart knowledge or skill | examples=he received no formal education
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
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) | 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

reasoning_content:
1.  **Analyze the request:** The user wants to identify which numbered sense of the word "education" is used in the provided sentence. The output must be *only* the number.

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

3.  **Analyze the context of "education" in the sentence:** The parents want their children to receive a "decent education as traditionally understood." This implies a structured, formal process or the resulting body of knowledge/skills gained through that process.

4.  **Evaluate the senses:**

    *   **1. definition=the activities of educating or instructing; activities that impart knowledge or skill | examples=he received no formal education.** (Focuses on the *process/activities*.)
    *   **2. definition=knowledge acquired by learning and instruction | examples=it was clear that he had a very broad education.** (Focuses on the *result/body of knowledge*.)
    *   **3. definition=the gradual process of acquiring knowledge | examples=education is a preparation for life.** (Focuses on the *process*.)
    *   **4. definition=the profession of teaching...** (Focuses on the *profession*.)
    *   **5. definition=the result of good upbringing (especially knowledge of correct social behavior) | examples=a woman of breeding and refinement.** (Focuses on *social refinement/manners*.)
    *   **6. definition=the United States federal department...** (Focuses on the *government agency*.)

5.  **Determine the best fit:**
    *   When parents want their children to "get an education," they are usually referring to the structured learning they will undergo (the activities/process) or the resulting qualifications/knowledge (the outcome).
    *   The phrase "as traditionally understood" often refers to the standard curriculum and formal schooling.
    *   Sense 1 ("activities of educating or instructing") fits well, as it refers to the formal schooling process.
    *   Sense 2 ("knowledge acquired by learning and instruction") also fits well, as the goal is often the resulting knowledge.

6.  **Refine the choice based on common usage:** In the context of parents wanting their children to "get" an education, the emphasis is often on the *experience* or *instruction* they receive (Sense 1), or the *level* of knowledge they achieve (Sense 2).

    *   *Example check:* "He received a decent education." This can mean he went to good schools (Sense 1) or that he possesses a good amount of knowledge (Sense 2).
    *   However, Sense 1 ("activities of educating or instructing") is the most direct fit for the concept of a formal, structured learning experience that parents typically seek for their children.

7.  **Final Selection:** Both 1 and 2 are plausible, but Sense 1 captures the idea of the formal, structured *process* that is "traditionally understood" in a parental context. Let's check the examples again.
    *   Sense 1: "he received no formal education" (Focus on the lack of instruction/activities).
    *   Sense 2: "it was clear that he had a very broad education" (Focus on the resulting knowledge).

    Since the sentence is about the *goal* of the children's learning experience, Sense 1 (the activities/instruction) is the most robust interpretation of "getting an education."

8.  **Format the output:** Return only the number. (1)


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

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

Senses:
1. definition=be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about | examples=I know that the President lied to the people
2. definition=know how to do or perform something | examples=She knows how to knit
3. definition=be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt | examples=I know that I left the key on the table
4. definition=be familiar or acquainted with a person or an object | examples=She doesn't know this composer
5. definition=have firsthand knowledge of states, situations, emotions, or sensations | examples=I know the feeling!
6. definition=accept (someone) to be what is claimed or accept his power and authority | examples=The Crown Prince was acknowledged as the true heir to the throne
7. definition=have fixed in the mind | examples=I know Latin
8. definition=have sexual intercourse with | examples=This student sleeps with everyone in her dorm
9. definition=know the nature or character of | examples=we all knew her as a big show-off
10. definition=be able to distinguish, recognize as being different | examples=The child knows right from wrong
11. definition=perceive as familiar | examples=I know this voice!

reasoning_content:
1.  **Analyze the sentence:** "Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to <t>know</t> what that demands."
2.  **Identify the target word and context:** The word is "know," and the context is "have enough common sense to know what that demands."
3.  **Determine the meaning of "know" in this context:** "Common sense" implies practical judgment, understanding, and the ability to discern what is necessary or true in a general, non-specific sense. "To know what that demands" means to understand the requirements or implications of a decent education.
4.  **Evaluate the provided senses against the determined meaning:**

    *   1. definition=be cognizant or aware of a fact or a specific piece of information. (Possible, but usually implies specific facts.)
    *   2. definition=know how to do or perform something. (No, it's not about skill.)
    *   3. definition=be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt. (This relates to understanding the truth/requirements.)
    *   4. definition=be familiar or acquainted with a person or an object. (No.)
    *   5. definition=have firsthand knowledge of states, situations, emotions, or sensations. (No, it's intellectual understanding, not sensory experience.)
    *   6. definition=accept (someone) to be what is claimed or accept his power and authority. (No.)
    *   7. definition=have fixed in the mind. (No, this usually refers to memorization or knowledge of a subject.)
    *   8. definition=have sexual intercourse with. (No.)
    *   9. definition=know the nature or character of. (No, it's about requirements, not character.)
    *   10. definition=be able to distinguish, recognize as being different. (This relates strongly to judgment and common sense—being able to distinguish what is necessary from what is not.)
    *   11. definition=perceive as familiar. (No.)

5.  **Refine the choice between 1, 3, and 10:**
    *   The phrase "common sense to know" suggests practical judgment and the ability to make sound distinctions.
    *   Sense 1 (cognizant of a fact) is too narrow.
    *   Sense 3 (aware of the truth) is close, but Sense 10 captures the *judgmental* aspect inherent in "common sense" better.
    *   Sense 10 (be able to distinguish, recognize as being different) perfectly aligns with the function of common sense—the ability to differentiate between what is reasonable/necessary and what is not.

6.  **Conclusion:** Sense 10 is the best fit for "know" when used in the context of "common sense."


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

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

Senses:
1. definition=request urgently and forcefully | examples=The victim's family is demanding compensation
2. definition=require as useful, just, or proper | examples=It takes nerve to do what she did
3. definition=claim as due or just | examples=The bank demanded payment of the loan
4. definition=lay legal claim to
5. definition=summon to court
6. definition=ask to be informed of | examples=I demand an explanation

reasoning_content:
1.  **Analyze the sentence:** "Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that <t>demands</t>."
2.  **Identify the target word and context:** The word is "demands," and the context is "what that [a decent education] demands."
3.  **Determine the meaning of "demands" in this context:** If an education "demands" something, it means the education requires certain things (effort, resources, knowledge, etc.) to be successful or proper.
4.  **Evaluate the provided senses:**
    *   1. definition=request urgently and forcefully (Too strong; not an urgent plea.)
    *   2. definition=require as useful, just, or proper (This fits perfectly. The education *requires* certain things.)
    *   3. definition=claim as due or just (This implies a right or entitlement, which is possible but less accurate than 'require' in this general context.)
    *   4. definition=lay legal claim to (Irrelevant; not legal.)
    *   5. definition=summon to court (Irrelevant; not legal.)
    *   6. definition=ask to be informed of (Irrelevant; not about information.)
5.  **Select the best fit:** Sense 2 ("require as useful, just, or proper") is the most accurate interpretation of "what that [education] demands."
6.  **Format the output:** Return only the number.


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

Sentence: Their <t>commitment</t> to "creativity "can not survive adolescent illiteracy.

Senses:
1. definition=the trait of sincere and steadfast fixity of purpose | examples=a man of energy and commitment
2. definition=the act of binding yourself (intellectually or emotionally) to a course of action | examples=his long commitment to public service
3. definition=an engagement by contract involving financial obligation | examples=his business commitments took him to London
4. definition=a message that makes a pledge
5. definition=the official act of consigning a person to confinement (as in a prison or mental hospital)

reasoning_content:
1.  **Analyze the sentence:** "Their commitment to 'creativity' can not survive adolescent illiteracy."
2.  **Identify the context of "commitment":** It is linked to "creativity."
3.  **Determine the meaning of "commitment" in this context:** It refers to dedication, devotion, or steadfastness towards the idea/concept of creativity.
4.  **Evaluate the provided senses:**
    *   1. definition=the trait of sincere and steadfast fixity of purpose | examples=a man of energy and commitment (Matches dedication/steadfastness towards a goal/trait.)
    *   2. definition=the act of binding yourself (intellectually or emotionally) to a course of action | examples=his long commitment to public service (Matches dedication/steadfastness towards a course/cause.)
    *   3. definition=an engagement by contract involving financial obligation (Relates to contracts/money.) (Does not match.)
    *   4. definition=a message that makes a pledge (Relates to a statement/message.) (Does not match.)
    *   5. definition=the official act of consigning a person to confinement (Relates to legal confinement.) (Does not match.)
5.  **Compare the best matches (1 and 2):**
    *   The commitment is *to* "creativity." Creativity is a trait or a course of action/goal.
    *   Sense 1 focuses on the *trait* of fixity of purpose.
    *   Sense 2 focuses on the *act of binding* oneself to a course of action.
    *   In the context of dedication to an abstract concept like "creativity," both 1 and 2 are plausible, but Sense 2 ("binding yourself... to a course of action") often captures the idea of dedication to a field or pursuit (like creativity) more strongly than Sense 1 (which often describes a personality trait). However, Sense 1 ("steadfast fixity of purpose") is also highly relevant when discussing dedication to a concept.
6.  **Re-examine the usage:** "Commitment to creativity" means they are dedicated to pursuing or maintaining creativity. This is a dedication to a course of action/pursuit.
7.  **Select the most precise fit:** Sense 2, "the act of binding yourself (intellectually or emotionally) to a course of action," fits the dedication to a field or concept (creativity) perfectly. Sense 1 is also close, but Sense 2 emphasizes the *action* of dedication, which is what is being tested here.

8.  **Final check:** "Their dedication (commitment) to creativity..." -> Sense 2.


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

Sentence: Their commitment to "creativity "can not <t>survive</t> adolescent illiteracy.

Senses:
1. definition=continue to live through hardship or adversity | examples=We went without water and food for 3 days
2. definition=continue in existence after (an adversity, etc.) | examples=He survived the cancer against all odds
3. definition=support oneself | examples=he could barely exist on such a low wage
4. definition=live longer than | examples=She outlived her husband by many years

reasoning_content:
1.  **Analyze the sentence:** "Their commitment to 'creativity' can not <t>survive</t> adolescent illiteracy."
2.  **Determine the meaning of 'survive' in this context:** The sentence suggests that the commitment (creativity) is being challenged or undermined by adolescent illiteracy. If it "cannot survive" illiteracy, it means the commitment cannot endure, persist, or remain viable despite the challenge.
3.  **Evaluate the provided senses:**
    *   **Sense 1:** definition=continue to live through hardship or adversity | examples=We went without water and food for 3 days. (Focuses on physical endurance/survival against physical hardship.)
    *   **Sense 2:** definition=continue in existence after (an adversity, etc.) | examples=He survived the cancer against all odds. (Focuses on continuing existence despite a major threat/adversity.)
    *   **Sense 3:** definition=support oneself | examples=he could barely exist on such a low wage. (Focuses on self-sufficiency/economic support.)
    *   **Sense 4:** definition=live longer than | examples=She outlived her husband by many years. (Focuses on longevity relative to another entity.)
4.  **Match the context to the best sense:**
    *   The commitment is facing "adolescent illiteracy," which is an adversity/challenge.
    *   The commitment "cannot survive" means it cannot continue to exist or persist despite this challenge.
    *   Sense 2 ("continue in existence after (an adversity, etc.)") perfectly captures this idea of persistence against a non-physical threat (illiteracy).
5.  **Conclusion:** Sense 2 is the correct usage.


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

Sentence: Their commitment to "creativity "can not survive <t>adolescent</t> illiteracy.

Senses:
1. definition=relating to or peculiar to or suggestive of an adolescent | examples=adolescent problems
2. definition=being of the age 13 through 19 | examples=teenage mothers
3. definition=displaying or suggesting a lack of maturity | examples=adolescent insecurity
4. definition=in the state of development between puberty and maturity | examples=adolescent boys and girls

reasoning_content:
1.  **Analyze the request:** The user wants to identify which numbered sense of the word "adolescent" is used in the given sentence. The output must be *only* the number.

2.  **Analyze the sentence:** "Their commitment to 'creativity' can not survive adolescent illiteracy."

3.  **Analyze the context:** The word "adolescent" is modifying "illiteracy." It is describing a *type* or *state* of illiteracy.

4.  **Evaluate the senses:**
    *   **Sense 1:** relating to or peculiar to or suggestive of an adolescent (e.g., adolescent problems). *Does "adolescent illiteracy" suggest a problem or characteristic specific to adolescence?* Yes, illiteracy experienced during or related to the adolescent period.
    *   **Sense 2:** being of the age 13 through 19 (e.g., teenage mothers). *Does "adolescent illiteracy" mean illiteracy of people aged 13-19?* This is a possibility, but Sense 1 and 3 might be more abstract.
    *   **Sense 3:** displaying or suggesting a lack of maturity (e.g., adolescent insecurity). *Does "adolescent illiteracy" suggest a lack of maturity?* Illiteracy itself is a lack of skill, but applying "adolescent" here suggests the *nature* of the illiteracy is tied to the developmental stage.
    *   **Sense 4:** in the state of development between puberty and maturity (e.g., adolescent boys and girls). *Does "adolescent illiteracy" refer to the developmental state of illiteracy?* This is too abstract and doesn't fit the common usage of "illiteracy."

5.  **Refine the choice (Focus on the relationship between "adolescent" and "illiteracy"):**
    *   "Adolescent illiteracy" most commonly refers to the state of being illiterate *during* or *as part of* the adolescent developmental period (Sense 2/4), or illiteracy that is a *characteristic* of that period (Sense 1/3).
    *   If we interpret "adolescent illiteracy" as "illiteracy experienced by adolescents," Sense 2 is the most direct fit (age group).
    *   If we interpret "adolescent illiteracy" as "illiteracy that is characteristic of the adolescent phase of development," Sense 1 is the best fit (relating to or peculiar to).

6.  **Re-examine the sentence structure and meaning:** "Their commitment to 'creativity' can not survive adolescent illiteracy." This implies that the *type* of illiteracy (the adolescent type) is detrimental to creativity. This points strongly toward a characteristic or developmental state, rather than just a simple age group (though the age group is implied).

7.  **Compare Sense 1 and Sense 3:**
    *   Sense 3 (lack of maturity): While illiteracy can be seen as a lack of skill/maturity, Sense 1 is broader and covers the *period* or *nature* of the condition.
    *   Sense 1 (relating to or peculiar to): This captures the idea that this specific type of illiteracy is tied to the adolescent phase of life.

8.  **Conclusion:** Sense 1 ("relating to or peculiar to or suggestive of an adolescent") is the most accurate fit, as it describes the *nature* of the illiteracy as being tied to the adolescent phase, which is a characteristic or condition. (Sense 2 is plausible but too narrow, focusing only on age, while Sense 1 covers the developmental context.)

9.  **Final check:** The request asks for *only* the number. The chosen number is 1.


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

Sentence: Their commitment to "creativity "can not survive adolescent <t>illiteracy</t>.

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

reasoning_content:
1.  **Analyze the request:** The user wants to identify which numbered sense of "illiteracy" is used in the sentence: "Their commitment to 'creativity' can not survive adolescent <t>illiteracy</t>." The output must be only the number.

2.  **Analyze the sentence context:**
    *   "Their commitment to 'creativity' can not survive adolescent illiteracy."
    *   The context is about the development of creativity in adolescents.
    *   "Adolescent illiteracy" here refers to a state or condition during adolescence that hinders or prevents the flourishing of creativity.

3.  **Analyze the senses provided:**
    *   Sense 1: definition=ignorance resulting from not reading. (Focuses on lack of knowledge/information due to lack of reading.)
    *   Sense 2: definition=an inability to read. (Focuses on the functional skill deficit.)

4.  **Evaluate the fit:**
    *   If "illiteracy" means "inability to read" (Sense 2), the sentence implies that the inability to read prevents creativity. This is a plausible interpretation, but often, when discussing cognitive or developmental barriers (like in creativity), "illiteracy" is used metaphorically or broadly.
    *   If "illiteracy" means "ignorance resulting from not reading" (Sense 1), the sentence implies that a lack of knowledge/exposure (ignorance) prevents creativity. This is a very common metaphorical usage in educational and psychological contexts (e.g., "illiteracy in emotional intelligence," "illiteracy in history").

5.  **Determine the most likely intended meaning:**
    *   In the context of "creativity," the barrier is usually not just the physical inability to decode letters (Sense 2), but rather a lack of foundational knowledge, exposure, or understanding (ignorance/lack of cultural capital/lack of reading comprehension/lack of knowledge base).
    *   Therefore, the metaphorical sense of "ignorance" (Sense 1) is the stronger fit for the abstract concept of creativity being hindered.

6.  **Final check:** Does "adolescent ignorance" (Sense 1) make sense as a barrier to creativity? Yes. Does "adolescent inability to read" (Sense 2) make sense as a barrier to creativity? Yes, but Sense 1 captures the broader, more abstract meaning implied by the pairing with "creativity."

7.  **Conclusion:** Sense 1 is the most appropriate fit. (The prompt asks for the number only.)


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

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

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

reasoning_content:
1.  **Analyze the request:** The user wants to know which numbered sense of the word "American" is used in the provided sentence. The output must be only the number.

2.  **Analyze the sentence:** "American education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share."

3.  **Analyze the context of "American education":**
    *   "Education" is a system, a concept, or a practice.
    *   When "American" modifies "education," it refers to the educational system or practices *of* the United States.

4.  **Analyze the senses:**
    *   Sense 1: definition=of or relating to the United States of America or its people or language or culture | examples=American citizens. (Relates specifically to the US entity/culture).
    *   Sense 2: definition=of or relating to or characteristic of the continents and islands of the Americas | examples=the American hemisphere. (Relates to the geographical landmass).

5.  **Match the context to the senses:**
    *   "American education" refers to the US educational system (a cultural/national characteristic of the US).
    *   This aligns perfectly with Sense 1 (relating to the United States of America or its culture).
    *   It does not align with Sense 2 (relating to the geographical continents/islands).

6.  **Determine the final answer:** The correct sense is 1.


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

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

Senses:
1. definition=the activities of educating or instructing; activities that impart knowledge or skill | examples=he received no formal education
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
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) | 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

reasoning_content:
1.  **Analyze the request:** The user wants to identify which numbered sense of the word "education" (marked with `<t>`) is used in the provided sentence. The output must be *only* the number.

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

3.  **Determine the context of "education" in the sentence:**
    *   "American education's future..."
    *   The sentence is discussing the *future* of the system, structure, or overall state of learning/instruction in America. It is not referring to a specific piece of knowledge (Sense 2), a process (Sense 3), a profession (Sense 4), or a social upbringing (Sense 5).
    *   It refers to the organized system or the activities/institutions of learning.

4.  **Evaluate the senses against the context:**
    *   Sense 1: "the activities of educating or instructing; activities that impart knowledge or skill." (This fits the idea of the system/activities of American learning.)
    *   Sense 2: "knowledge acquired by learning and instruction." (The *knowledge* itself, not the system.)
    *   Sense 3: "the gradual process of acquiring knowledge." (A process, but Sense 1 is broader and better fits "American education's future.")
    *   Sense 4: "the profession of teaching." (The job of teachers, not the system itself.)
    *   Sense 5: "the result of good upbringing." (Social refinement, irrelevant here.)
    *   Sense 6: "the United States federal department..." (This is a specific governmental entity, which is too narrow for the general concept of "American education's future.")

5.  **Select the best fit:** Sense 1 ("the activities of educating or instructing; activities that impart knowledge or skill") is the most appropriate definition for the organized system or activities referred to when discussing the "future of American education."

6.  **Final check:** The sentence discusses the trajectory of the educational *system* (the activities/institutions), making Sense 1 the correct choice.

7.  **Format the output:** Return only the number.


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

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

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

reasoning_content:
1.  **Analyze the request:** The user wants to identify which numbered sense of the word "future" (marked with `<t>`) is used in the provided sentence. The output must be *only* the number.

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

3.  **Determine the meaning of "future" in the sentence:** In this context, "American education's future" refers to what American education will be like later on; its eventual state or trajectory.

4.  **Analyze the provided senses:**
    *   Sense 1: definition=the time yet to come (e.g., "The future is uncertain.")
    *   Sense 2: definition=a verb tense that expresses actions or states in the future (e.g., "I will go.")
    *   Sense 3: definition=bulk commodities bought or sold at an agreed price for delivery at a specified future date (e.g., "futures contracts.")

5.  **Match the meaning:** The meaning "the time yet to come" (Sense 1) perfectly matches "American education's future."

6.  **Formulate the final answer:** The correct number is 1.


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

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

Senses:
1. definition=establish after a calculation, investigation, experiment, survey, or study | examples=find the product of two numbers
2. definition=shape or influence; give direction to | examples=experience often determines ability
3. definition=fix conclusively or authoritatively | examples=set the rules
4. definition=decide upon or fix definitely | examples=fix the variables
5. definition=reach, make, or come to a decision about something | examples=We finally decided after lengthy deliberations
6. definition=fix in scope; fix the boundaries of | examples=the tree determines the border of the property
7. definition=settle conclusively; come to terms | examples=We finally settled the argument
8. definition=find out, learn, or determine with certainty, usually by making an inquiry or other effort | examples=I want to see whether she speaks French

reasoning_content:
1.  **Analyze the sentence:** "American education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also share."
2.  **Identify the target word:** "determined."
3.  **Analyze the context:** The sentence suggests that the *future* (the outcome, the state) of American education is *shaped* or *influenced* by the actions (allowing common sense to prevail) of the people.
4.  **Evaluate the senses:**
    *   1. establish after a calculation (Calculation/Math) -> No.
    *   2. shape or influence; give direction to (Influence/Shaping) -> Yes. The future is being shaped by the degree of common sense prevailing.
    *   3. fix conclusively or authoritatively (Authoritative decree) -> Possible, but usually implies a formal decision-maker (e.g., "The government determined the policy"). Here, the influence is gradual ("degree to which we allow...").
    *   4. decide upon or fix definitely (Fixing variables/options) -> No.
    *   5. reach, make, or come to a decision about something (The act of deciding) -> No. (The future *is* determined, not that the future *decides*).
    *   6. fix in scope; fix the boundaries of (Setting limits) -> No.
    *   7. settle conclusively; come to terms (Resolving a dispute) -> No.
    *   8. find out, learn, or determine with certainty (Discovery/Inquiry) -> No.
5.  **Select the best fit:** Sense 2 ("shape or influence; give direction to") perfectly matches the meaning. The actions of the people are influencing the direction of the future.
6.  **Final Answer Formulation:** Return only the number.


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

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

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

reasoning_content:
1.  **Analyze the sentence:** "American education's future will be determined by the <t>degree</t> to which we -- all of us -- allow this common sense to prevail over the illusions that we also share."
2.  **Analyze the context of "degree":** The word "degree" is used in the phrase "the degree to which." This structure typically refers to the extent, extent, or level of something.
3.  **Examine the senses provided:**
    *   1. definition=a position on a scale of intensity or amount or quality | examples=a moderate grade of intelligence
    *   2. definition=a specific identifiable position in a continuum or series or especially in a process | examples=a remarkable degree of frankness
    *   3. definition=an award conferred by a college or university... (Academic qualification)
    *   4. definition=a measure for arcs and angles (Geometry)
    *   5. definition=the highest power of a term or variable (Math)
    *   6. definition=a unit of temperature... (Temperature)
    *   7. definition=the seriousness of something (Legal/Medical)
4.  **Match the context to the senses:**
    *   The phrase "the degree to which" means "the extent to which" or "the level to which."
    *   Sense 1 ("a position on a scale of intensity or amount or quality") fits this meaning perfectly (e.g., the degree of success, the degree of belief).
    *   Sense 2 ("a specific identifiable position in a continuum or series or especially in a process") is also very close, but Sense 1 captures the general idea of *intensity* or *amount* better in this specific construction ("to which"). The example for Sense 2 ("a remarkable degree of frankness") is a perfect match for the general usage, which is essentially what Sense 1 describes.

5.  **Refine the choice between 1 and 2:**
    *   Sentence usage: "the degree to which [something happens]" -> refers to the *extent* or *level*.
    *   Sense 1: "a position on a scale of intensity or amount or quality." (Extent/Level)
    *   Sense 2: "a specific identifiable position in a continuum or series or especially in a process." (Position within a range/process)
    *   While both are related, Sense 1 is the most direct definition for the abstract concept of "extent" or "level" implied by "to which." However, in many dictionaries, the usage "a degree of X" (like "a remarkable degree of frankness") is categorized under the definition of a position on a scale (Sense 1).

6.  **Conclusion:** Both 1 and 2 are plausible, but Sense 1 ("a position on a scale of intensity or amount or quality") is the most encompassing definition for the abstract concept of "extent" used in "the degree to which."

7.  **Final check:** The sentence asks about the *level* or *extent* to which common sense prevails. This is a measure of intensity/amount. -> Sense 1.


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

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

Senses:
1. definition=make it possible through a specific action or lack of action for something to happen | examples=This permits the water to rush in
2. definition=consent to, give permission | examples=She permitted her son to visit her estranged husband
3. definition=let have | examples=grant permission
4. definition=give or assign a resource to a particular person or cause | examples=I will earmark this money for your research
5. definition=make a possibility or provide opportunity for; permit to be attainable or cause to remain | examples=This leaves no room for improvement
6. definition=allow or plan for a certain possibility; concede the truth or validity of something | examples=I allow for this possibility
7. definition=afford possibility | examples=This problem admits of no solution
8. definition=allow the other (baseball) team to score | examples=give up a run
9. definition=grant as a discount or in exchange | examples=The camera store owner allowed me $50 on my old camera
10. definition=allow the presence of or allow (an activity) without opposing or prohibiting | examples=We don't allow dogs here

reasoning_content:
1.  **Analyze the sentence:** "American education's future will be determined by the degree to which we -- all of us -- <t>allow</t> this common sense to prevail over the illusions that we also share."
2.  **Determine the meaning of "allow" in context:** The sentence suggests that the collective action of "allowing" common sense to prevail is a factor in determining the future of education. "Allowing X to prevail" means permitting X to be dominant or true, rather than stopping it.
3.  **Examine the senses provided:**
    *   1. make it possible through a specific action or lack of action for something to happen (Permit/Enable)
    *   2. consent to, give permission (Grant permission)
    *   3. let have (Grant permission - redundant/similar to 2)
    *   4. give or assign a resource (Allocate)
    *   5. make a possibility or provide opportunity for; permit to be attainable or cause to remain (Enable/Permit to exist)
    *   6. allow or plan for a certain possibility; concede the truth or validity of something (Concede/Accept)
    *   7. afford possibility (Admit of)
    *   8. allow the other (baseball) team to score (Sports term)
    *   9. grant as a discount or in exchange (Discount)
    *   10. allow the presence of or allow (an activity) without opposing or prohibiting (Permit presence/activity)
4.  **Match the context to the senses:**
    *   The phrase "allow this common sense to prevail" means accepting or permitting common sense to be the dominant force.
    *   Sense 1 (make it possible) is close, but doesn't capture the *acceptance* aspect.
    *   Sense 2/3 (give permission) is too narrow; it usually refers to people/actions, not abstract concepts like "common sense."
    *   Sense 5 (permit to be attainable or cause to remain) is possible, but Sense 6 is more precise.
    *   Sense 6: "allow or plan for a certain possibility; **concede the truth or validity of something**." This perfectly matches the idea of accepting or permitting "common sense" (a truth/validity) to prevail.
    *   Sense 10 (allow the presence of or allow (an activity) without opposing or prohibiting) is also a strong candidate, as "prevail" is a form of presence/activity. However, Sense 6 specifically addresses the *validity* or *truth* of the concept ("common sense"), which is the core meaning here.

5.  **Final Selection:** Sense 6 captures the nuance of accepting or conceding the validity of "common sense" allowing it to be dominant.


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

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

Senses:
1. definition=be larger in number, quantity, power, status or importance | examples=Money reigns supreme here
2. definition=be valid, applicable, or true | examples=This theory still holds
3. definition=continue to exist | examples=These stories die hard
4. definition=prove superior | examples=The champion prevailed, though it was a hard fight
5. definition=use persuasion successfully | examples=He prevailed upon her to visit his parents

reasoning_content:
1.  **Analyze the sentence:** "American education's future will be determined by the degree to which we -- all of us -- allow this common sense to <t>prevail</t> over the illusions that we also share."
2.  **Analyze the context of "prevail":** The common sense is being allowed to "prevail over" the illusions. This suggests that the common sense is overcoming or being more effective than the illusions.
3.  **Evaluate the senses:**
    *   **1. be larger in number, quantity, power, status or importance:** While "power" is mentioned, the context is about an idea (common sense) overcoming another idea (illusions). This is too broad and usually relates to physical or quantifiable dominance.
    *   **2. be valid, applicable, or true:** If common sense is allowed to "prevail," it means it is being accepted as true or valid in this situation, overcoming the falsehood of the illusions. This fits well.
    *   **3. continue to exist:** This means survival. While ideas can exist, the structure "prevail over X" implies a conflict or dominance, not just continued existence.
    *   **4. prove superior:** This means being better or winning a contest. Common sense is proving superior to the illusions. This is a very strong fit, often overlapping with sense 2.
    *   **5. use persuasion successfully:** This means convincing someone. While common sense might persuade, the structure "prevail over" suggests the idea itself is winning the argument against the illusions, rather than an active act of persuasion by a person.

4.  **Compare 2 and 4:**
    *   Sense 2 (be valid, applicable, or true): Common sense is being accepted as true/valid.
    *   Sense 4 (prove superior): Common sense is proving better/superior to the illusions.
    *   In the context of ideas/arguments, "proving superior" (4) is often the most precise way to describe an idea overcoming a false one. However, "being valid/true" (2) is the *result* of proving superior.
    *   Let's re-examine the examples provided for the senses.
        *   Sense 2 example: "This theory still holds" (implies validity/truth).
        *   Sense 4 example: "The champion prevailed, though it was a hard fight" (implies winning/superiority).
    *   When an idea "prevails over" another, it means the idea is stronger, more correct, or more influential. Both 2 and 4 are plausible, but 4 (proving superior) captures the competitive nature of the phrase "prevail over."

5.  **Final check:** If common sense prevails over illusions, it means the common sense is superior to the illusions. Therefore, Sense 4 is the most accurate fit. (Although Sense 2 is also contextually related, Sense 4 directly addresses the concept of overcoming a rival idea.)


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

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

Senses:
1. definition=an erroneous mental representation
2. definition=something many people believe that is false | examples=they have the illusion that I am very wealthy
3. definition=the act of deluding; deception by creating illusory ideas
4. definition=an illusory feat; considered magical by naive observers

reasoning_content:
1.  **Analyze the request:** The user wants to identify which numbered sense of "illusion" is used in the provided sentence. The output must be *only* the number.

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

3.  **Analyze the context of "illusions":**
    *   The phrase is "illusions that we also share."
    *   These illusions are being contrasted with "common sense."
    *   "Common sense" implies practical, shared, generally accepted reality or wisdom.
    *   Therefore, the "illusions" must be widely held beliefs or ideas that are false or misleading.

4.  **Evaluate the senses:**

    *   **Sense 1:** definition=an erroneous mental representation. (This is a general definition, but let's check the others for a better fit.)
    *   **Sense 2:** definition=something many people believe that is false | examples=they have the illusion that I am very wealthy. (This perfectly matches the context: shared, widely held, and false beliefs.)
    *   **Sense 3:** definition=the act of deluding; deception by creating illusory ideas. (This refers to the *act* of deceiving, not the *false ideas* themselves.)
    *   **Sense 4:** definition=an illusory feat; considered magical by naive observers. (This refers to tricks or magic, which is irrelevant to educational policy and shared beliefs.)

5.  **Conclusion:** Sense 2 is the most accurate fit. The "illusions" are shared, false beliefs.

6.  **Format the output:** Return only the number.


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

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

Senses:
1. definition=have in common | examples=Our children share a love of music
2. definition=use jointly or in common
3. definition=have, give, or receive a share of | examples=We shared the cake
4. definition=give out as one's portion or share
5. definition=communicate | examples=I'd like to share this idea with you

reasoning_content:
1.  **Analyze the sentence:** "American education's future will be determined by the degree to which we -- all of us -- allow this common sense to prevail over the illusions that we also <t>share</t>."
2.  **Identify the context of "share":** The sentence refers to "illusions that we also share."
3.  **Determine the meaning of "share" in this context:** It means that the illusions are something that multiple people (we/all of us) possess or hold in common.
4.  **Evaluate the provided senses:**
    *   1. definition=have in common | examples=Our children share a love of music (Matches the idea of possessing something together.)
    *   2. definition=use jointly or in common (Relates to objects/actions, not abstract concepts like illusions.)
    *   3. definition=have, give, or receive a share of | examples=We shared the cake (Relates to portions/quantities.)
    *   4. definition=give out as one's portion or share (Relates to distribution.)
    *   5. definition=communicate | examples=I'd like to share this idea with you (Relates to transmitting information.)
5.  **Match the meaning to the best sense:** The phrase "illusions that we also share" means the illusions are something that we all possess or hold in common. This aligns perfectly with Sense 1: "have in common."
6.  **Select the corresponding number:** 1.


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

Sentence: The <t>education</t> establishment will fight against common sense every inch of the way.

Senses:
1. definition=the activities of educating or instructing; activities that impart knowledge or skill | examples=he received no formal education
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
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) | 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

reasoning_content:
1.  **Analyze the sentence:** "The <t>education</t> establishment will fight against common sense every inch of the way."
2.  **Identify the target word and its context:** The word is "education," and it is used as an adjective modifying "establishment."
3.  **Analyze the phrase "education establishment":** This phrase refers to an institution, organization, or system responsible for providing education.
4.  **Evaluate the senses against the context:**

    *   **Sense 1:** "the activities of educating or instructing; activities that impart knowledge or skill." (Focuses on the *activities*.) While the establishment performs these activities, the phrase "education establishment" usually refers to the entity itself.
    *   **Sense 2:** "knowledge acquired by learning and instruction." (Focuses on the *result* or *body of knowledge*.) This doesn't fit "establishment."
    *   **Sense 3:** "the gradual process of acquiring knowledge." (Focuses on the *process*.) This doesn't fit "establishment."
    *   **Sense 4:** "the profession of teaching (especially at a school or college or university)." (Focuses on the *profession*.) This is close, but "establishment" usually refers to the *institution* or *system*, not just the profession.
    *   **Sense 5:** "the result of good upbringing..." (Focuses on *social refinement*.) Incorrect.
    *   **Sense 6:** "the United States federal department that administers all federal programs dealing with education..." (Focuses on a specific *government agency*.) This is a very specific institutional meaning.

5.  **Re-evaluate the common usage of "education establishment":** In general discourse, "education establishment" refers to the entire system, institutions, and people involved in education (schools, universities, government bodies, etc.).

6.  **Compare the best fits (1, 4, 6):**
    *   If the sentence meant the *system* broadly, Sense 1 (activities/system) or a broader interpretation of Sense 4 (institutions/system) might apply.
    *   Sense 6 is the most precise institutional definition provided, referring to a major administrative body.
    *   Sense 4 refers to the *profession*.
    *   Sense 1 refers to the *activities*.

7.  **Determine the intended meaning based on the provided options:** Since "establishment" is used, it strongly suggests an institutional or systemic entity. Sense 6 is the only option that explicitly defines a large, formal *establishment* (a government department). While the phrase could be used more generally (e.g., "the educational establishment"), Sense 6 provides the clearest match for a formal, institutional entity.

8.  **Final check:** "The education establishment" (referring to the system/institution) fighting against common sense. Sense 6 defines a major institutional body related to education. This is the strongest match among the choices provided. (If Sense 1 were interpreted as "the system of educational activities," it might also fit, but Sense 6 is a direct definition of an "establishment.")

9.  **Conclusion:** Sense 6 is the most accurate fit for "establishment" in this context.


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

Sentence: The education <t>establishment</t> will fight against common sense every inch of the way.

Senses:
1. definition=the act of forming or establishing something | examples=the constitution of a PTA group last year
2. definition=an organization founded and united for a specific purpose
3. definition=the persons (or committees or departments etc.) who make up a body for the purpose of administering something | examples=he claims that the present administration is corrupt
4. definition=a public or private structure (business or governmental or educational) including buildings and equipment for business or residence
5. definition=any large organization
6. definition=(ecology) the process by which a plant or animal becomes established in a new habitat
7. definition=the cognitive process of establishing a valid proof

reasoning_content:
1.  **Analyze the request:** The user wants to identify which numbered sense of the word "establishment" is used in the given sentence. The output must be *only* the number.

2.  **Analyze the sentence:** "The education establishment will fight against common sense every inch of the way."

3.  **Analyze the context:** The phrase "education establishment" refers to the system, institutions, or people involved in education (schools, universities, governing bodies, etc.). The subject ("it") is capable of "fighting."

4.  **Evaluate the senses:**

    *   1. definition=the act of forming or establishing something | examples=the constitution of a PTA group last year (This is the *act*, not the entity doing the fighting.)
    *   2. definition=an organization founded and united for a specific purpose (This is plausible, but often too general. Does "education establishment" mean *an* organization, or the *people* running it?)
    *   3. definition=the persons (or committees or departments etc.) who make up a body for the purpose of administering something | examples=he claims that the present administration is corrupt (This fits perfectly. "The education establishment" refers to the people/groups/system administrators in education.)
    *   4. definition=a public or private structure (business or governmental or educational) including buildings and equipment for business or residence (This refers to the *physical structure* or campus, not the collective body that "fights.")
    *   5. definition=any large organization (This is very broad, but Sense 3 is more precise for the active, political nature implied by "will fight.")
    *   6. definition=(ecology) the process by which a plant or animal becomes established in a new habitat (Irrelevant.)
    *   7. definition=the cognitive process of establishing a valid proof (Irrelevant.)

5.  **Compare the best fits (2, 3, 5):**
    *   When "establishment" is used in a critical or political context (like "fighting against common sense"), it usually refers to the entrenched power structure or the people who hold that power.
    *   Sense 3 ("the persons (or committees or departments etc.) who make up a body for the purpose of administering something") captures this political/administrative power structure most accurately.

6.  **Conclusion:** Sense 3 is the correct fit.

7.  **Final Output Generation:** Return only the number 3.


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

Sentence: The education establishment will <t>fight</t> against common sense every inch of the way.

Senses:
1. definition=be engaged in a fight; carry on a fight | examples=the tribesmen fought each other
2. definition=fight against or resist strongly | examples=The senator said he would oppose the bill
3. definition=make a strenuous or labored effort | examples=She struggled for years to survive without welfare
4. definition=exert oneself continuously, vigorously, or obtrusively to gain an end or engage in a crusade for a certain cause or person; be an advocate for | examples=The liberal party pushed for reforms

reasoning_content:
1.  **Analyze the sentence:** "The education establishment will <t>fight</t> against common sense every inch of the way."
2.  **Analyze the context:** The subject ("The education establishment") is opposing or resisting something ("common sense"). The phrase "against common sense" indicates opposition or resistance.
3.  **Examine the senses:**
    *   1. definition=be engaged in a fight; carry on a fight | examples=the tribesmen fought each other (Physical conflict/combat. Does not fit the abstract opposition to "common sense.")
    *   2. definition=fight against or resist strongly | examples=The senator said he would oppose the bill (Strong opposition/resistance. This matches the idea of an establishment resisting "common sense.")
    *   3. definition=make a strenuous or labored effort | examples=She struggled for years to survive without welfare (Effort/struggle. While resistance requires effort, the core meaning here is *opposition*, not just the effort itself.)
    *   4. definition=exert oneself continuously, vigorously, or obtrusively to gain an end or engage in a crusade for a certain cause or person; be an advocate for | examples=The liberal party pushed for reforms (Advocacy/pushing for a cause. This is related to effort/advocacy, but Sense 2 captures the direct *opposition* implied by "fight against.")
4.  **Compare the best fit:** The sentence structure "fight against X" strongly suggests resistance or opposition. Sense 2 ("fight against or resist strongly") is the most precise match for this usage.
5.  **Conclusion:** The correct sense is 2.


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

Sentence: The <t>reasons</t> are complex, but one simple reason ought not to be underestimated.

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

reasoning_content:
1.  **Analyze the request:** The user wants to identify which numbered sense of the word "reason" (in the provided list of senses) is used in the sentence: "The reasons are complex, but one simple reason ought not to be underestimated." The output must be only the number.

2.  **Analyze the sentence context:**
    *   "The reasons are complex..." (Plural, referring to multiple points/arguments/explanations).
    *   "...but one simple reason ought not to be underestimated." (Singular, referring to a specific point/argument).
    *   The context suggests that these "reasons" are arguments or explanations supporting a conclusion or state of affairs.

3.  **Evaluate the senses against the context:**

    *   **Sense 1:** definition=a rational motive for a belief or action | examples=the reason that war was declared. (This fits well. A motive or justification for a belief/action.)
    *   **Sense 2:** definition=an explanation of the cause of some phenomenon | examples=the reason a steady state was never reached was that the back pressure built up too slowly. (This also fits well. An explanation/cause.)
    *   **Sense 3:** definition=the capacity for rational thought or inference or discrimination | examples=we are told that man is endowed with reason... (This is the abstract noun for the *ability* to reason, not the specific arguments/explanations themselves. Incorrect.)
    *   **Sense 4:** definition=the state of having good sense and sound judgment | examples=his rationality may have been impaired. (Similar to Sense 3, this is the state/quality. Incorrect.)
    *   **Sense 5:** definition=a justification for something existing or happening | examples=he had no cause to complain. (This is a justification, which is very close to Sense 1 and 2. Plausible.)
    *   **Sense 6:** definition=a fact that logically justifies some premise or conclusion | examples=there is reason to believe he is lying. (This is a logical premise/evidence. While related, the sentence uses "reasons" as the *arguments* themselves, not necessarily the single logical premise.)

4.  **Refine the choice between 1, 2, and 5:**
    *   The sentence uses "reasons" in the sense of *arguments* or *grounds* for a conclusion.
    *   Sense 1 (rational motive for a belief or action) is a strong fit.
    *   Sense 2 (explanation of the cause) is a strong fit, but perhaps too narrow if the "reasons" aren't strictly about causation.
    *   Sense 5 (a justification for something existing or happening) is also a strong fit.

5.  **Determine the best fit:** In common usage, when discussing complex arguments ("The reasons are complex"), the word refers to the supporting arguments or motives. Sense 1 ("a rational motive for a belief or action") captures this idea of a supporting argument or justification for a belief/action most broadly and accurately in this context. Sense 5 is also very close, but Sense 1 emphasizes the *rational* nature of the motive/argument, which is implied by the context of "complex" and "simple reason."

6.  **Final Selection:** Sense 1 is the most appropriate definition for "reasons" used as supporting arguments or motives.


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

Sentence: The reasons are complex, but one <t>simple</t> reason ought not to be underestimated.

Senses:
1. definition=having few parts; not complex or complicated or involved | examples=a simple problem
2. definition=easy and not involved or complicated | examples=an elementary problem in statistics
3. definition=apart from anything else; without additions or modifications | examples=only the bare facts
4. definition=exhibiting childlike simplicity and credulity | examples=childlike trust
5. definition=lacking mental capacity and subtlety
6. definition=(botany) of leaf shapes; of leaves having no divisions or subdivisions
7. definition=unornamented | examples=a simple country schoolhouse

reasoning_content:
1.  **Analyze the request:** The user wants to identify which numbered sense of the word "simple" is used in the given sentence. The output must be *only* the number.

2.  **Analyze the sentence:** "The reasons are complex, but one simple reason ought not to be underestimated."

3.  **Analyze the context:** The sentence contrasts "complex reasons" with a "simple reason." The word "simple" here modifies "reason."

4.  **Evaluate the senses against the context:**

    *   **1. definition=having few parts; not complex or complicated or involved | examples=a simple problem.** (A reason having few parts/not being complex fits the contrast with "complex reasons.")
    *   **2. definition=easy and not involved or complicated | examples=an elementary problem in statistics.** (A simple reason could be easy to understand, which aligns with "not complex." This is a strong candidate.)
    *   **3. definition=apart from anything else; without additions or modifications | examples=only the bare facts.** (This relates to exclusivity, not necessarily the complexity of the reason itself.)
    *   **4. definition=exhibiting childlike simplicity and credulity | examples=childlike trust.** (Irrelevant to the complexity of a logical reason.)
    *   **5. definition=lacking mental capacity and subtlety.** (This is a negative judgment on intelligence, not necessarily the structure or nature of the reason.)
    *   **6. definition=(botany) of leaf shapes...** (Irrelevant.)
    *   **7. definition=unornamented | examples=a simple country schoolhouse.** (Relates to appearance, not the logical structure of a reason.)

5.  **Compare Sense 1 and Sense 2:**
    *   Sense 1 focuses on structure ("having few parts; not complex or complicated or involved").
    *   Sense 2 focuses on difficulty ("easy and not involved or complicated").

    In the context of "reasons," when contrasting with "complex," the meaning is primarily about the *structure* or *nature* of the reason—it is straightforward, uncomplicated, or basic. Both 1 and 2 are very close, but Sense 1 ("having few parts; not complex or complicated or involved") is the most direct definition for something that is structurally less involved than a "complex" reason. Sense 2 ("easy") is a consequence of being simple, but Sense 1 captures the structural contrast better.

6.  **Conclusion:** Sense 1 best captures the meaning of a reason that is uncomplicated or straightforward when contrasted with a "complex" reason.

7.  **Final check:** The sentence implies the reason is basic or straightforward, not intricate. This matches Sense 1.


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

Sentence: The reasons are complex, but one simple <t>reason</t> ought not to be underestimated.

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

reasoning_content:
1.  **Analyze the request:** The user wants to identify which numbered sense of the word "reason" (marked with `<t>reason</t>`) is used in the given sentence. The output must be *only* the number.

2.  **Analyze the sentence:** "The reasons are complex, but one simple <t>reason</t> ought not to be underestimated."

3.  **Analyze the context of "reason" in the sentence:**
    *   "The reasons are complex..." (Plural, referring to multiple factors/causes/explanations).
    *   "...but one simple reason ought not to be underestimated." (Singular, referring to a single factor/cause/explanation).
    *   The context suggests that the speaker is discussing the *causes* or *explanations* for something (implied by "reasons are complex").

4.  **Evaluate the senses provided:**

    *   **1. definition=a rational motive for a belief or action | examples=the reason that war was declared** (Focuses on motivation/motive for an action/belief). *Plausible, but often overlaps with explanation.*
    *   **2. definition=an explanation of the cause of some phenomenon | examples=the reason a steady state was never reached was that the back pressure built up too slowly** (Focuses specifically on cause/explanation). *Highly plausible, fits the context of complexity/simplicity of a cause.*
    *   **3. definition=the capacity for rational thought or inference or discrimination | examples=we are told that man is endowed with reason and capable of distinguishing good from evil** (Refers to the *ability* or *faculty* of thinking). *Incorrect. The sentence refers to a specific factor, not the ability itself.*
    *   **4. definition=the state of having good sense and sound judgment | examples=his rationality may have been impaired** (Refers to the *state* of being sensible). *Incorrect. The sentence refers to a specific factor, not the state of judgment.*
    *   **5. definition=a justification for something existing or happening | examples=he had no cause to complain** (Focuses on justification/cause). *Plausible, but often synonymous with explanation (Sense 2).*
    *   **6. definition=a fact that logically justifies some premise or conclusion | examples=there is reason to believe he is lying** (Focuses on logical support/evidence). *Less likely. While related to justification, the context "complex/simple reason" usually refers to the underlying cause/explanation, not just the logical support.*

5.  **Compare the best candidates (1, 2, 5):**
    *   The phrase "The reasons are complex" strongly suggests a discussion of *causes* or *explanations* for a situation.
    *   Sense 2 ("an explanation of the cause of some phenomenon") is the most precise fit for discussing the complexity of underlying factors.
    *   Sense 5 ("a justification for something existing or happening") is also very close, but Sense 2 is the standard definition used when discussing the complexity of *why* something happened.

6.  **Conclusion:** Sense 2 best captures the meaning of "reason" when used in the context of discussing the complexity of underlying factors or causes.


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

Sentence: "<t>Progressive</t> education "(as it was once called) is far more interesting and agreeable to teachers than is disciplined instruction.

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

reasoning_content:
1.  **Analyze the request:** The user wants to identify which numbered sense of the word "progressive" is used in the given sentence. The output must be *only* the number.

2.  **Analyze the sentence:** "Progressive education (as it was once called) is far more interesting and agreeable to teachers than is disciplined instruction."

3.  **Determine the meaning of "Progressive education" in this context:**
    *   "Progressive education" refers to an educational philosophy or movement that emphasizes student-centered learning, hands-on experience, and reform, contrasting it with traditional, rigid instruction ("disciplined instruction").
    *   It means favoring change, reform, and advancement in teaching methods.

4.  **Evaluate the provided senses against the determined meaning:**

    *   1. definition=favoring or promoting progress | examples=progressive schools (This fits the general idea of moving forward/improving.)
    *   2. definition=favoring or promoting reform (often by government action) (This strongly fits the historical and philosophical context of "Progressive Education," which was a major reform movement.)
    *   3. definition=(of taxes) adjusted so that the rate increases as the amount of income increases (Irrelevant - tax structure.)
    *   4. definition=gradually advancing in extent (Describes a process, e.g., "progressive growth," but less specific to the *philosophy* of education.)
    *   5. definition=(of a card game or a dance) involving a series of sections... (Irrelevant - specific activity.)
    *   6. definition=advancing in severity | examples=progressive paralysis (Irrelevant - medical condition.)

5.  **Compare Sense 1 and Sense 2:**
    *   Sense 1 ("favoring or promoting progress") is accurate.
    *   Sense 2 ("favoring or promoting reform") is highly accurate and captures the specific historical and philosophical nature of the term "Progressive Education." In the context of educational philosophy, "reform" is the most precise synonym for the movement.

6.  **Select the best fit:** While Sense 1 is technically correct, Sense 2 is the most precise definition for the movement known as "Progressive Education." Since both are closely related, I must choose the one that best encapsulates the concept of a philosophical movement advocating change. Sense 2 is the standard definition used for this context.

7.  **Final check:** The sentence discusses a type of education that is a *reform* of traditional methods. Sense 2 matches this perfectly.

8.  **Format the output:** Return only the number. (2)