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A Comparative Study of “Numbers” in Mythology and Science within the Perspective of Ernst Cassirer’s Philosophy of Symbolic Forms
DOI: https://doi.org/10.62381/P243404
Author(s)
Man Yang*
Affiliation(s)
School of Foreign Studies, Suzhou University, Suzhou, Anhui, China *Corresponding Author.
Abstract
This study aims to compare the differences and connections between the concepts, function, manifestation, and value dimensions of “number” in mythology and science from the perspective of Cassirer's philosophy of symbolic forms. It reveals the symbolic nature of “number” in mythology, analyzes the pure form of “number” in science, and explains how “number” constructs the logical system and cognitive framework of the scientific world as a pure formal symbol in the scientific system. By comparing the concept, manifestation, function, and value of “number” in mythology and science, this study reveals the philosophical and cultural significance behind them. In Ernst Cassirer's symbolic form philosophy, mythology and science, as important forms of human culture, together with other cultural forms such as art, constitute an integral part of "humanity" The primary research methods are literature review, comparative analysis, and case study. By systematically reviewing the discussions on mythology, science, and other fields in Cassirer’s philosophy of symbolic forms, typical mythological stories and scientific theories are selected for a detailed comparative analysis of the use of “number” within them. The study has found that, emanating from the intuitive form of mythological thinking, “numbers” in mythology serve as one of the fundamental structures of the mythical world. In mythology, numbers exist as potent entities, transcending mere symbolic status. On the contrary, in science, "numbers" serve as an abstract symbolic language that follows clear and explicit structural principles, elucidating the essence and relationships between various scientific phenomena.
Keywords
Philosophy of Symbolic Forms; Mythology; Science; Number; Comparative Study
References
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