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Introduction. The article examines aspects of ethics, tolerance and other elements of moral culture as factors that directly influence the establishment of a communicative contact, its support, development and achievement of a communicative result in the process of pedagogical communication and interaction. Purpose is to accentuate the importance of tolerance and ethics as professional qualities of the educator's personality, since they are the main factors to ensure the overall effectiveness of pedagogical communication process.Methods. Observation and comparison methods were used within the framework of empirical studies.Originality. The diversity and complexity of the situations of interaction involving officers presumes a high level of readiness to communicate effectively with subordinates and colleagues. Therefore, the problem of the professional communication culture of educators at higher military educational institutions is an integral part of their professional competence. Certain ethical dilemmas should be taken into consideration due to the specifics of military environment and various organizational and hierarchical relationship.Conclusion. Understanding the pedagogical communication processes occurs through the definition of their values. Taking into account that the higher value of pedagogical communication is the individuality of the teacher and the student, then the dignity and honor of the teacher, as well as the dignity and honor of the student, are the highest values of pedagogical interaction. Further research in this context may be aimed at studying the peculiarities of pedagogical communication in separate educational environments with various target audiences, at the percentage of coincidence of the educational objectives set by the teacher and the training needs of the students. It is also appropriate to research for the timely resolution of possible ethical dilemmas within the framework of pedagogical communication. Therefore the concepts of pedagogical tact and tolerance, speech etiquette and equality in communication gain a qualitatively new meaning in solving complex problems of pedagogical communication.Specificity of pedagogical communication in the higher military educational institution consists in the complex influence of the teacher on the student to ensure the effectiveness of the study, education and development of the new facets of the trainee's personality. The process of the `teacher – students` communication should create conditions that motivate the educational activity, provide a favorable emotional climate, effective management of the socio-psychological processes in the team and enable the maximum use of personal qualities of the learners.Equality in pedagogical communication encompasses the equality of human dignity of communicators, the recognition of equal rights and the duty to realize themselves in communication, enriching each other in this process. The culture of pedagogical communication is not an isolated element, but it is closely linked to the more general notion of the moral aspect of the communication culture, as an important aspect of the speech ethics or speech etiquette.The professionalism of pedagogical communication reveals itself in readiness and ability to apply existing knowledge in practice, to solve pedagogical tasks; in developing standards of conduct; in readiness to cooperate with learners and colleagues; in emotional contact, which is manifested in empathy and high level of emotional stability, pedagogical tolerance. A tolerant teacher is a person who works effectively on the development of tolerance in order to educate, develop oneself and develop tolerant values in others. Pedagogical tolerance involves control over emotions, which allows to maintain a balance in social relations, to keep the conflict within certain limits, to prevent its escalation; to monitor and track emotional manifestations that are often non-verbal; to control his/her own emotions, to help others to do this; to control the impression we make on others. ; В статье рассмотрены аспекты этики, толерантности и другие элементы моральной культуры как факторы, оказывающие непосредственное влияние на установление коммуникативного контакта, его поддержку, развитие и достижение коммуникативного результата в процессе педагогического общения и взаимодействия. ; У статті розглянуто аспект етики, толерантності та інших елементів моральної культури як факторів, що прямо впливають на налагодження комунікативного контакту, його підтримання, розвиток та досягнення комунікативного результату у процесі педагогічного спілкування та взіаємодії.

Introduction. The article examines aspects of ethics, tolerance and other elements of moral culture as factors that directly influence the establishment of a communicative contact, its support, development and achievement of a communicative result in the process of pedagogical communication and interaction. Purpose is to accentuate the importance of tolerance and ethics as professional qualities of the educator's personality, since they are the main factors to ensure the overall effectiveness of pedagogical communication process.Methods. Observation and comparison methods were used within the framework of empirical studies.Originality. The diversity and complexity of the situations of interaction involving officers presumes a high level of readiness to communicate effectively with subordinates and colleagues. Therefore, the problem of the professional communication culture of educators at higher military educational institutions is an integral part of their professional competence. Certain ethical dilemmas should be taken into consideration due to the specifics of military environment and various organizational and hierarchical relationship.Conclusion. Understanding the pedagogical communication processes occurs through the definition of their values. Taking into account that the higher value of pedagogical communication is the individuality of the teacher and the student, then the dignity and honor of the teacher, as well as the dignity and honor of the student, are the highest values of pedagogical interaction. Further research in this context may be aimed at studying the peculiarities of pedagogical communication in separate educational environments with various target audiences, at the percentage of coincidence of the educational objectives set by the teacher and the training needs of the students. It is also appropriate to research for the timely resolution of possible ethical dilemmas within the framework of pedagogical communication. Therefore the concepts of pedagogical tact and tolerance, speech etiquette and equality in communication gain a qualitatively new meaning in solving complex problems of pedagogical communication.Specificity of pedagogical communication in the higher military educational institution consists in the complex influence of the teacher on the student to ensure the effectiveness of the study, education and development of the new facets of the trainee's personality. The process of the `teacher – students` communication should create conditions that motivate the educational activity, provide a favorable emotional climate, effective management of the socio-psychological processes in the team and enable the maximum use of personal qualities of the learners.Equality in pedagogical communication encompasses the equality of human dignity of communicators, the recognition of equal rights and the duty to realize themselves in communication, enriching each other in this process. The culture of pedagogical communication is not an isolated element, but it is closely linked to the more general notion of the moral aspect of the communication culture, as an important aspect of the speech ethics or speech etiquette.The professionalism of pedagogical communication reveals itself in readiness and ability to apply existing knowledge in practice, to solve pedagogical tasks; in developing standards of conduct; in readiness to cooperate with learners and colleagues; in emotional contact, which is manifested in empathy and high level of emotional stability, pedagogical tolerance. A tolerant teacher is a person who works effectively on the development of tolerance in order to educate, develop oneself and develop tolerant values in others. Pedagogical tolerance involves control over emotions, which allows to maintain a balance in social relations, to keep the conflict within certain limits, to prevent its escalation; to monitor and track emotional manifestations that are often non-verbal; to control his/her own emotions, to help others to do this; to control the impression we make on others. ; В статье рассмотрены аспекты этики, толерантности и другие элементы моральной культуры как факторы, оказывающие непосредственное влияние на установление коммуникативного контакта, его поддержку, развитие и достижение коммуникативного результата в процессе педагогического общения и взаимодействия. ; У статті розглянуто аспект етики, толерантності та інших елементів моральної культури як факторів, що прямо впливають на налагодження комунікативного контакту, його підтримання, розвиток та досягнення комунікативного результату у процесі педагогічного спілкування та взіаємодії.