A comprehensive consideration of the images of the other in the teaching of history in the countries of Europe necessarily leads to a comprehensive reform of this teaching. It is not just Europeanization and globalization that change the frame of reference for the teaching of history. The normative approach to the teaching of history changes as well. New terms and teaching methods must be taken into account. Furthermore, a series of new perspectives on the teaching of history are to be suggested, with which the attempt is made to do justice to the present situation in Europe. These perspectives bring the following concepts into focus: globalization and cultural diversity; dual historicity and culturality; development of a historical consciousness; consideration of a historical-critical anthropology; alterity and heterogeneity; difference, transgression and hybridity; violence and peace; and education for sustainability. In addition, there are ensuing methodological innovations in the teaching of history. It is only if the new conceptual orientation is successfully combined with methodological innovations that reform can be made that meets the requirements of the times. The following objectives to be subsequently developed allow for the designation of important reform perspectives: reinforcement of inquiry learning; development of an enhanced concept of learning; teaching and learning as a performative process; and the teaching of history in Europe as a transcultural task.