《傳播與社會創新》這門專案實作課程出自於輔大傳播學院課程創新的實踐，但課程運作之初卻因缺乏理論思辨而方向不明。本文旨在描述課程歷經理論思辨與田野觀察之間交錯論證的過程。在釐清社會創新本質上有著追求共同體的公共性需求後，課程以龜山作為實踐的場域，並將教學目標設定在「為了社區營造的傳播創新」，試圖摸索傳播學門應扮演的角色。在場域與理論間持續對話後，課程最終摸索到漢娜・鄂蘭這個長期被傳播學門忽視的思想家，藉由其人的「多元性」思想反抗近代以來「認同」所帶來的全體主義，並在充滿偶然性的生活世界中，藉說故事來發現「創新」的契機以回應共同體的公共性原理。

After recognizing the public demand of seeking community during social innovation, this study devised a course called Communication and Social Innovation and arranged for it to be taught at a school in the Guishan District of Taoyuan City in Taiwan. To investigate the role that communication studies plays, an instructional goal of creating communication innovation for community building was established. This study incorporated theory into practice, employing the thought of Hannah Arendt, a philosopher who has long been ignored by communication studies, as a theoretical base; specifically, we engaged with her theory of humanity’s pluralism that opposed the totalitarianism brought about by modern identity. The theory was applied in this study to enable human beings to discover opportunities for innovation through storytelling in this highly contingent world.