Abstract
Recent advances in neurobiology and psychobiology have raised serious questions about the generality and usefulness of the social learning model upon which a meaningful portion of the curriculum of many communication departments is based. Evidence is accumulating to indicate there is a major role played by genetics in human communication behavior. These developments, and generations of disputes over "nature " vs. "nurture, "have given rise to what has been called the "communibiological perspective."; This paper addresses the implications of the perspective for communication curricula in the 21
st
century.
