The present paper focuses on the "emotional regimes" that may be invoked, molded or used in history education engagements with the past as part of reconciliation processes. In the first part, the paper examines briefly how emotions are related to the process of reconciliation and discusses the ways in which emotional regimes grow out of the institutionalization of reconciliation. Then, the paper looks at history education and its relationship to reconciliation through literature that examines the revision of history textbooks. In particular, there is a discussion of three possible options for the revision of history textbooks: separation, harmonization, and multiperspectivity. The third part of the paper discusses possible problems with these options, focusing on the emotional regimes that might be invoked through them, particularly in relation to resentment and empathy. The last part of the paper discusses the implications of considering the affective dimensions of reconciliation in history education.