Since risk suffuses human life and trust helps breaks the paralysis of dealing with risk, a philosophy of education must account for the relationship between risk and trust. Keith Lehrer (in progress) has developed a philosophy that seeks to prepare students for knowing as human beings actually know things, suggesting that knowledge is a matter of coherence and that trust is a central emotion in the experience of coherence. People must trust themselves if they are to know anything, and further, they must trust themselves to know when they cannot trust themselves or when they must seek expert assistance. To help students develop this complex sense of trustworthiness, the educational process must allow students to encounter risk, primarily through instructors who risk themselves in the classroom. Instructors should not attempt to teach from a position of invulnerability, but rather teach what they value and how they think. In practice, this means that students should graduate from educational institutions having had fairly frequent experiences of teachers working outside their own disciplines, since an instructor's discipline can function as a risk-free area from which to teach. Two other applications of this philosophy would entail administrators working in the classroom and instructors completing their own class assignments along with students, especially those that involve a personal dimension. (BCY)