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Abstract: Modern state policy in the field of education requires to take into account the needs of each student, and therefore, to comply with psychological and pedagogical conditions aimed at creating an educational environment that promotes emotional and value, social, personal and cognitive development of a student and, at the same time, preserves their personality. This can be accomplished with the help of vitagenic training, developed by Doctor of Pedagogy, Professor A. Belkin. In the process of vital education complex skills of adaptation to modern life are formed, as well as readiness for self-preservation through self-discipline and mobilization of personal forces and the idea of multidimensionality of educational process and, as a result, an abundance of ways for the solution of educational tasks. The listed tasks of vitagenic training correspond to the principles of andragogy – the branch of modern pedagogy dealing with the problems of teaching adults (post-graduate military education is a part of andragogy). Vitagenic training helps to create optimal conditions for self-actualization of each student. The process of training of higher military school teachers is aimed, on the one hand, at gaining knowledge in the field of pedagogy of higher school; on the other hand at the study of the basic principles and norms of pedagogical communication; understanding of the features of public speaking and psychological and linguistic characteristics of public speaking in general; the ability to develop an individual style of communication depending on the properties of the individual; the acquisition of manipulation skills with the help of speech; management of specific language barriers. With regard to academic rhetoric, this means that the teacher relies on the experience of the unit commander, takes into account a certain pattern adopted in military pedagogy and lack of rhetorical skills and at the same time supports the desire to gain experience of communicative teaching activities. Following the principles of vitagenic learning, we solve several problems at once: we use positive life experience (primarily social and professional) as a training base and a source of new knowledge. Individual work is a dialogue between a student and a teacher, aimed at the mutual transfer of information and knowledge. Priority is to self-study. The formation of language ability will allow to plan and solve problems of one’s own professional and personal development. Reliance on the principles of vitagenic learning and implementation of vitagenic technology in the process of learning in higher education will allow to increase the scope of knowledge in the process of cooperation.