伊斯兰关于求知与教育的政策，始终旨在塑造伊斯兰的心态与伊斯兰的性情（倾向与取向），二者共同构成伊斯兰人格。伊斯兰对生命形成了一种全面的理解，并通过这种理解塑造我们的行为，也塑造我们的好恶。因此，孩子们不仅会履行伊斯兰的功修义务，还会怀着喜悦去履行。伊斯兰处理了这两个方面，并将它们直接与信仰（‘aqeedah）相联系，所以它的一些经文论述的是思想（心态），另一些经文论述的是倾向（情感）。

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).

与前者相关的一个例子体现在安拉的使者（愿主福安之）所说的：“一小时的沉思，胜过七十年的功修。”与后者相关的一个例子则体现在安拉（SWT）的话语中：

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,.

“你说：‘如果你们的父亲、你们的儿子、你们的兄弟、你们的妻子、你们的宗族、你们所获得的财产、你们担心滞销的商品，以及你们喜爱的住宅，在你们看来比真主、他的使者和在主道上奋斗更可爱，那你们就等待真主的命令降临吧。真主不引导悖逆的人众。’”【古兰经 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].

并且，这一点也体现在真主的使者（愿主福安之）所说的话中："你们中间没有人信道，直到我比他自己更为他所爱。"

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.”.

这一切都是为了让穆斯林的思维和情感都建立在伊斯兰的信仰（’aqeedah）之上。因此，任何能够帮助实现伊斯兰人格的知识都将被采纳，而任何导向其他方向的事物都将被拒绝，不会被纳入伊斯兰国家的课程体系。穆斯林不应让自己的头脑被哲学观点占据，因为这些观点与伊斯兰信仰相矛盾；他的欲望也不应倾向于涣散、奢靡和混杂的生活，因为这些都不是伊斯兰的倾向。这与既定的西方教育体系恰恰相反，在西方教育中，孩子们被使人对伊斯兰的倾向感到不适。现在要看的是伊斯兰如何在实践中确立伊斯兰人格，并保护人们不受非伊斯兰（kufr）文化的侵染。

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.