Abstract

The concept of case, although it is getting an increasing importance in the field of humanities, is unusual in the domains of Philosophy. This work seeks to recover some uses of the case in the history of philosophy, as the ancient cynics Greeks, the essays of Montaigne and Nietzsche’s approach to the “Case of Wagner,” to explore elements of an immanent philosophical production that is non-fundamentalist and non-universalist. Finally, we address the importance of the case for the construction of a philosophy of education in an immanent perspective. In this context, the educational field is taken as a problematic field that enables the immanence of a philosophical thought focused on creating concepts from the problems experienced in this field. In this way, Philosophy of Education is seen as a philosophical production of concepts, starting from the casuistry of educational field and not as an “applied philosophy”.