It is well known that the Meno presents the argument called "the paradox of inquiry." This paper has two purposes. First, I analyze the paradox of inquiry and reformulate the argument as the "renewed paradox of inquiry." Second, I clarify that the problem of inquiry posed by this paradox concerns the necessary conditions for a novice learner to learn to begin and advance an inquiry on her own. This problem of inquiry will be important to address even today in considering scientific and educational practice related to inquiry.