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The relevance of the article is due to the need to determine the role of the cognitive paradigm in increasing the effectiveness of subject-subject interaction in the educational process of higher education, this interaction contributing to the development of the educational process's subjects with axiological priorities. The authors solve the problem of revealing empathic reserves and mechanisms of interaction between a teacher and students that allow the educational process to be carried out in an atmosphere of comfort, trust, openness, which determines humanistic semantic formations and value-based transformations of the individual. In the article, on the basis of participation seen as the opposite of domination, coercion and authoritarianism, and as a reserve for creating a favorable psychological climate for cooperation, the authors compare the basic and advanced participatory skills of the teacher. The authors define the importance of the cognitive component of empathy as a connecting link in the development of value-based awareness, understanding and regulation of educational subjects' cognitions and emotions that affect the success of their interaction. Empathy is revealed as a form of rational-emotional-intuitive reflection of another person, which predicts one's behavior in subject-subject interaction. The authors define the position of the teacher in subject-subject interaction from the perspective of the cognitive paradigm, which, in the logic of empathic conditioning of this interaction, is transformed into the role of a guide. Such a position of the teacher is formed on the basis of the development of a step-by-step algorithm for the development of the teacher's emotional identification as a structural component of empathy. Experimental results of the study of empathic reserves and mechanisms of interaction between a teacher and students are presented on the basis of a survey of 48 second-year students of two groups (Gr.07-911 and Gr.07-911k) of the Chemical Education specialty, the Institute of Chemistry named after I.M. Butlerov of Kazan Federal University, and 41 people of two groups (Gr. 3A and Gr. 3B) in the Art of Ballet and Art of Dance specialties of the final year of the Kazan Choreographic School. The survey used the method of diagnosing the level of empathic abilities of V.V. Boyko. The selected diagnostics made it possible not only to obtain the qualitative characteristics of each channel of empathy of the students and their identification, but also, most importantly, to obtain personality-oriented information about the attitudes that promote or hinder empathy in subject-subject interaction for each surveyed student.