Manufofin Musulunci game da neman ilimi da ilimantarwa koyaushe an yi su ne don gina tunanin Musulunci da halayen Musulunci, waɗanda tare suke samar da halayen Musulmi. Musulunci yana kafa cikakkiyar fahimta game da rayuwa. Ta wannan fahimta, yana tsara ayyukanmu, haka kuma yana tsara abubuwan da muke so da abubuwan da ba ma so. Don haka yara ba wai kawai za su yi aikace-aikacen addininsu ba ne, za su yi su ne da jin daɗi. Musulunci ya yi magana kan waɗannan abubuwa biyu kuma ya haɗa su kai tsaye da ‘aqeedah (akida), don haka wasu nassosinsa suna magana ne a kan tunani (hankali) wasu kuma suna magana ne a kan halaye (motsin zuciya).

Islam’s policy regarding seeking knowledge and education has always been aimed at building the Islamic mentality and the Islamic disposition (tendencies or inclination), which together form the Islamic personality. Islam develops a comprehensive understanding about life. And through this understanding, it shapes our actions, it also shapes our likes and dislikes. Children would, therefore, not only perform their Islamic duties, but they would do so with pleasure. Islam has dealt with both of these matters and linked them directly to the ‘aqeedah (creed), so some of its texts deal with the thought (the mentality) and other texts deal with the tendencies (the emotions).

Misali na farko yana bayyana a cikin maganar Manzon Allah ﷺ: "Tunani na awa ɗaya ya fi ibada ta shekara saba'in." Kuma misali na biyu yana bayyana a cikin maganar Allah (SWT):

An example of the former is reflected in the saying of the Messenger of Allah (saw): “The reflection of one hour is better than the worship of seventy years.” And an example of the latter is reflected in Allah’s (swt) saying,.

Ka ce: "Idan ubanninku da 'ya'yanku da 'yan'uwanku da matanku da danginku da dukiyar da kuka tara, da kasuwancin da kuke tsoron kada ya lalace, da gidaje da kuke so, su ne suka fi son ku fiye da Allah da ManzonSa da jihadi a tafarkinSa, to ku jira har Allah ya kawo umurninSa. Allah kuwa ba ya shiryar da mutane azzalumai." [TMQ 9:24]

“Say if your fathers and your sons and your brethren and your wives and your tribe and the wealth you have acquired and merchandise for which you fear that there will be no sale, and dwellings you desire are dearer to you than Allah and His Messenger and striving in His way, then wait till Allah brings His command to pass, and Allah guides not wrongdoing folk.” [TMQ 9:24].

Haka kuma yana nunawa a cikin maganar Manzon Allah ﷺ, wanda ya ce: "Babu wanda daga cikinku da zai zama mumini har sai na zama abin ƙaunata a gare shi fiye da kansa."

And also reflected in the Messenger of Allah (saw) saying, “No one amongst you becomes a believer until I become dearer to him than himself.”.

Ta haka ne duka don a sa tunanin Musulmi da yadda yake ji su dogara ne akan akidar Musulunci. Saboda haka, duk ilimin da idan an samu zai taimaka wajen cimma halayyar Musulunci za a karɓa, kuma duk abin da ya kai zuwa wani abu banda haka za a ƙi shi, kuma ba za a saka shi cikin tsarin karatun Daular Musulunci ba. Bai kamata Musulmi ya cika zuciyarsa da ra'ayoyin falsafa ba, domin suna sabawa akidar Musulunci, kuma sha'awarsa bai kamata ta karkata zuwa rayuwar rashin haɗin kai, alatu da cakuɗewa ba, domin waɗannan ba halayen Musulunci ba ne. Wannan ya sha bamban da tsarin ilimin Yammacin Turai da aka kafa, inda ake sa yara su ji ba su ji daɗi ba game da halayen Musulunci. Sauran abin da ya rage a gani shi ne yadda Musulunci a aikace yake tabbatar da halayyar Musulunci, yana kuma kare mutum daga fallasa ga al'adun kafirci (kufr).

All this is to make the Muslim’s mind as well as his/her feelings based on the ‘aqeedah of Islam. Therefore, any knowledge which if acquired would help achieve the Islamic personality would be adopted and anything which leads to other than this would be rejected and would not be included in the Islamic State’s curriculum. A Muslim should not occupy his mind with philosophical opinions because they contradict the Islamic ‘aqeedah, and his desires should not lean towards a life of disintegration, opulence and mixing, for these are not Islamic tendencies. This is quite the opposite to the established Western education system, where children are made to feel uncomfortable with Islamic tendencies. It now remains to be seen how Islam practically enforces the Islamic personality, and protects from exposure to non-Islamic (kufr) culture.