 In Posterior Analytics I.1, Aristotle says that all teaching and learning comes about through things we already know. When we phrase questions, we already have ‘That-Knowledge’ and ‘What-Knowledge.’ For example, when we ask questions about triangles, we need to know that there are triangles (otherwise we would not have questions about their properties). We also need to have a notion of what triangles are (we draw a triangle, not a square, when we phrase a question about its properties). Another way in which Aristotle addresses the Meno Problem conceives of particular perceptions as the starting-points of investigation. Complex cognitive activities arise from simpler ones. Many particular perceptions lead to memory, to experience, and eventually to expert understanding (Met. 1.1, An. Post. II.19). With the generalizations of memory, experience, and expertise comes the ability to investigate. With respect to skepticism, the important point here is that the starting-points of investigation are not themselves in need of justification.