Defining Excellence in "Meno"

In Plato’s Meno, Socrates purposefully uses ignorance and irony to insufficiently define excellence for Meno. Initially, Meno argues a particular definition, which is a universally inconsistent proof, is sufficient to define excellence. However, Socrates asserts that the definition of excellence must be consistent and applicable to all individuals, by comparing individuals in a society to bees in a colony. Socrates demonstrates the failure of a particular proof to define all constituents of a group. In order to exemplify the errors of inconsistent and universally inapplicable definition, Socrates uses a universally inconsistent proof to erroneously assert a figure is not a shape. Socrates purposefully applies an inconsistent proof to define all figures because Meno, as a student, must be critical of a teacher’s argument. In order to stimulate Meno’s development, Socrates erroneously uses a consistent proof to determine excellence is different than knowledge. Unable to define excellence, Socrates deliberately attributes excellence to the divine. Plato employs Socratic irony to inspire a new definition of excellence and determines the errors in particular proofs. In order to emphasize contradictions and stress the areas necessary for logical review, Socratic ignorance fails to determine a universal conclusion from a consistent proof. Ultimately, Meno’s review of Socrates’ argument must determine that both knowledge and excellence are defined by a consistent proof. As a result, both excellence and knowledge are either divine awards or attainable by humans.

Socrates argues the definition of excellence must be consistent for all individuals in a group. According to Meno, excellence is based “on our walk of life and our age” (Meno, pg...

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...e process, Socrates illustrated the fallacy in particular proofs. Socrates deliberately determines excellence is unlike knowledge. This failure furthers Socrates’ argument that a consistent proof must be used correctly. Socrates methods are intended to force Meno’s review of the argument and develop a personal definition of excellence. Meno must determine that a consistent argument develops the same conclusion with every application. As a result, the definition of knowledge will determine that excellence is teachable and attainable. Socratic methods stimulate the development of personal resolutions. Through review, Meno, as the student, must conclude that excellence is attainable because knowledge is attainable. The divinity of the excellence is not sufficient to define excellence in relation to humans. Therefore, excellence must be a genuine characteristic.