Performative methods have been part of history of science research and education for at least three decades. Understood broadly, they cover every methodology in which a historian or philosopher of science engages in embodied interaction with sources, tools and materials that do not traditionally belong to historical research, with the aim of answering a historical research question. The question no longer appears to be whether performative methods have a place within history and philosophy of science research, but what their place is, could, or should be; when and how they can and cannot be used. Because although performative methods are seen as an enrichment of the field by many, their growing popularity also raises questions: what new insights and challenges has the increased use of performative methods in the history of science brought us? How has it changed the field? Should performative research methods become a mandatory part of the training of new generations of historians of science? In this special issue, historians and philosophers of science for whom performative methods play an important role in their work reflect on these questions from their own research and teaching practices.

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重新思考科学史上的表演方法

表演方法已经成为科学研究和教育史的一部分，至少已经有三十年了。从广义上讲，它们涵盖了历史学家或科学哲学家与传统上不属于历史研究的来源、工具和材料进行具体互动的每一种方法，目的是回答历史研究问题。问题似乎不再是述行方法是否在科学研究的历史和哲学中占有一席之地，而是它们的位置是、可能或应该是什么；何时以及如何使用它们。因为尽管许多人将执行方法视为该领域的丰富内容，但它们日益流行也提出了一些问题：科学史上越来越多地使用表演方法给我们带来了哪些新的见解和挑战？它如何改变了这个领域？表演研究方法是否应该成为新一代科学史家培训的强制性部分？在本期特刊中，施展方法在其工作中发挥重要作用的历史学家和科学哲学家从他们自己的研究和教学实践中反思这些问题。