Autobiography has already had a history as a research strategy and tool kit in other domains, but has yet to be explored as such in science education. I provide an argument where the use of autobiography, paired with radical doubt, is legitimated as a strategy to arrive at inter-subjectivity thereby avoiding false claims to objectivity and failure-prone inner (hyper) subjectivity. This argument is used to contextualise the contributions to this thematic issue on autobiography and science education.