In Plato's Meno, Socrates intentionally uses ignorance and irony to inadequately define excellence for Meno. Initially, Meno argues that a particular definition, which is universally inconsistent evidence, is sufficient to define excellence. However, Socrates states that the definition of excellence must be consistent and applicable to all individuals, comparing individuals in a society to bees in a colony. Socrates demonstrates the inability of a particular proof to define all the constituents of a group. To exemplify the fallacies of an inconsistent and universally inapplicable definition, Socrates uses universally inconsistent evidence to falsely assert that a figure is not a form. Socrates intentionally applies an inconsistent proof to define all figures because Meno, as a student, must be critical of a teacher's argument. To spur Meno's development, Socrates mistakenly uses consistent evidence to determine that excellence is different from knowledge. Unable to define excellence, Socrates deliberately attributes excellence to the divine. Plato uses Socratic irony to inspire a new definition of excellence and determines errors in particular demonstrations. To emphasize contradictions and point out areas needed for logical revision, Socratic ignorance fails to determine a universal conclusion from consistent evidence. Ultimately, Meno's revision of Socrates' argument must determine that both knowledge and excellence are defined by coherent evidence. Consequently, both excellence and knowledge are divine rewards or attainable by human beings. Socrates argues that the definition of excellence must be consistent for all individuals in a group. According to Meno, excellence is based “on our way of life and our age” (Meno, pg...... middle of paper ......and process, Socrates illustrated the error in particular demonstrations . Socrates deliberately determines Excellence is different from knowledge. This failure furthers Socrates' argument that consistent proof must be used correctly with each application. Consequently, the definition of knowledge will determine that excellence is teachable and attainable. Through review, Meno, as a student, must conclude that excellence is attainable because knowledge is attainable. The divinity of excellence is not sufficient to define excellence in relation to man, therefore excellence must be a characteristic genuine.