This paper examined the distribution pattern of Korean-War novels based on Korean language and literature textbooks in the 6th and 7th curriculums in Chapter 2. It was identified that there was diversity in that the subject matter of Korean-War novels almost included various views of the appropriation of war that has existed in Korean literary history and that there was an institutional and formal characteristic that has been opened in free choice as seen in 18 kinds of literary textbooks. In Chapter 3, on the contrary to this institutional, formal diversity and openness, uniformity of cognitive effect on the appropriation of Korean War created by novels in Korean textbooks was studied. Specifically, 1) in contrast with epistemological and ethical values shown by the appropriation of war of the old generation in the 1950s and the generation of 4·19 revolution in the 1960s, 2) existentialist novels of post-war in Korea and 3) ``Bildungsroman`` on national division in the industrialization age occupied an overwhelming majority. And the cognitive effect of these two kinds was examined. In addition, the worldview and human point of view created by synergistic linkage of them was looked into as well. It was identified that the cognitive effect puts basic instinct of self-preservation based on economic survival in front and appropriates life as a fight for existence caused by limitless competition. This cognitive effect created by synergistic linkage of a host of novels in Korean textbooks which appropriate the Korean War, to a degree, differs from issues of a history of studies, i.e. the valuation in history of literature, the studies of individual writers and works and the transformation of cognition on national division. Since the 2000s, in the Korean language and literature textbooks, on one hand, it is combined with ``Bildungsroman`` on national division in terms of overwhelming volume and on the other hand it is arranged making the Korean War(appropriation of war of the old generation in the 1950s and the generation of 4·19 revolution) as an axiological and epistemological problem domain become a minority, the back side and the past. Through this arrangement, the cognitive effect is created that regards a do-or-die limitless struggle for existence as a basic and universal human condition and finds human beings` intrinsic uniqueness and ``touches of humanity`` in only economic survival. It is safe to assume that since this cognitive effect on ``substance`` is located in ``form`` representing autonomy, openness, and diversity of free selection among 18 kinds of textbooks, it displays accidental and voluntary characteristics, not forced ideology.