The paper traces the historical and pedagogical outlines of promoting ethnic tolerance in military pedagogy. The philosophical and socio-political prerequisites for developing the attitudes on ethnic tolerance are revealed. The views of national teachers and the periodization of the development of attitudes on ethnic conflict and tolerance of military personnel in national military pedagogy are systematized. The study of the process of promoting and developing tolerance of Russian military personnel of the XVIII - beginning of the XXI centuries was carried out from the standpoint of extending the worldview principles to the spiritual activities and practices of all participants in the pedagogical process. At the same time, historical and pedagogical conditions and factors that influenced the process under the study and the degree of its development in the corresponding period were taken into account. The study has showed that the idea of the conditioning ethnic tolerance in Russian military pedagogy, its implementation in theoretical thought and practical activities underwent a certain evolution. The study of historical and pedagogical experience has made it possible to formulate the main trends in the emergence and development of the process of conditioning ethnic tolerance among military personnel at various historical stages in order to take into account the positive and negative experience of promoting ethnic tolerance. The experience of educating military personnel in various historical periods is undoubtedly useful for conditioning and promoting ethnic tolerance among cadets. At present, the development of ethnic tolerance among military personnel is no less relevant than in the considered historical periods.

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The article focuses on the methodological aspects of organizing communication between participants in the educational process in the context of using distance technologies. The main forms of organizing educational activities in distance learning are considered, depending on the level of technical equipment of the educational organization, the availability of personal devices, communication facilities and communication software. The modern services for organizing the interactive interaction of subjects of the educational process are described, their functionality and features in organizing communication are highlighted, the advantages and disadvantages are revealed. The article touches on the organization of the pedagogical process online from the point of view of the teacher's readiness to use modern digital technologies and depending of the level of development of students' communicative skills. The article presents a block diagram of an online lesson with the organization of group work, designed in accordance with the requirements of the Federal State Educational Standard of Basic General Education from the position of systematizing the actions of the teacher and students. At each stage of the online lesson (organizational, motivational-target, design, organizational-activity, evaluative, reflexive-semantic), the tasks of educational activities and methods for organizing communication are highlighted. The preparatory work of a teacher for conducting an online lesson in distance learning mode is disclosed in detail and the features of interaction are described that allow the teacher to recognize the psychological readiness of students for learning. Online etiquette is designed to help learners build productive relationships with classmates. The use of verbal and non-verbal communication methods in an online lesson expands the opportunities for students to interact with each other and with the teacher. The proposed methodological approaches to the use of digital means make it possible to activate the activities of students in the process of distance learning and to develop communication skills in practice.

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