Sera ya Uislamu kuhusu kutafuta elimu na mafunzo daima imekusudia kujenga mtazamo wa Kiislamu (akili ya Kiislamu) na mwelekeo wa Kiislamu (tabia na mapenzi ya moyo), ambayo kwa pamoja huunda haiba ya Kiislamu. Uislamu huunda uelewa kamili kuhusu maisha. Na kupitia uelewa huu, huunda matendo yetu, pia huunda yale tunayopenda na yale tunayochukia. Watoto, kwa hiyo, hawatatekeleza tu wajibu wao wa Kiislamu, bali watafanya hivyo kwa furaha. Uislamu umeshughulikia mambo haya mawili na kuyaunganisha moja kwa moja na 'aqeedah (imani), hivyo baadhi ya maandiko yake yanazungumzia fikra (akili) na maandiko mengine yanazungumzia mielekeo (hisia).

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).

Mfano wa kwanza unaonekana katika kauli ya Mtume wa Allah ﷺ: "Kutafakari kwa saa moja ni bora kuliko ibada ya miaka sabini." Na mfano wa pili unaonekana katika kauli ya 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,.

Sema: "Ikiwa baba zenu, watoto wenu, ndugu zenu, wake zenu, kabila lenu, mali mliyoyapata, biashara mnayoogopa kwamba haitauzika, na makazi mnayoyapenda ni mpendwa kwenu kuliko Allah na Mtume Wake na kupigania katika njia Yake, basi ngojeni mpaka Allah alete amri Yake; na Allah hawaongoi watu madhalimu." [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].

Na pia inaakisiwa katika kauli ya Mjumbe wa Allah ﷺ, "Hakuna miongoni mwenu atakayekuwa muumini mpaka niwe mpenzi zaidi kwake kuliko nafsi yake mwenyewe."

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.”.

Lengo la haya yote ni kuiweka akili ya Mwislamu pamoja na hisia zake katika msingi wa ‘aqeedah ya Kiislamu. Kwa hiyo, elimu yoyote ambayo ikipatikana itasaidia kufikia haiba ya Kiislamu itakubaliwa, na chochote kinachoelekeza kwenye kitu kingine isipokuwa hicho kitakataliwa na hakitajumuishwa katika mtaala wa Dola ya Kiislamu. Mwislamu hapaswi kuijaza akili yake na mawazo ya kifalsafa kwa sababu yanapingana na ‘aqeedah ya Kiislamu, na matamanio yake hayapaswi kuelekea maisha ya kuvunjika, anasa na kuchanganyika, kwa kuwa hayo si mielekeo ya Kiislamu. Hili ni kinyume kabisa na mfumo wa elimu wa Magharibi uliozoeleka, ambapo watoto hufanywa wajisikie vibaya kwa mielekeo ya Kiislamu. Sasa inabaki kuonekana jinsi Uislamu unavyotekeleza kwa vitendo haiba ya Kiislamu, na kuilinda dhidi ya kukabiliwa na utamaduni usio wa Kiislamu (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.