In The Green Book, Part III: The Social Basis of the Third Universal Theory, published in 1980, Colonel Muammar Al Qathafi reiterates and elaborates his view of nationalism and briefly discusses a few other subjects. He argues that whereas Marx maintained that class struggle is the crucial variable accounting for change, it is nationalism that is "the real constant dynamic force of history." He draws a sharp distinction between a state and a nation or nation-state. A state "embraces several nationalisms," and sooner or later will disintegrate as various national movements clamor for independence or self-determination. A nation-state consists of a group of people with a prolonged shared history, a common heritage, and "a sense of belonging to a common destiny." Ideally, "Each nation should have one religion," The leader of the revolution writes, to avoid the potential for conflicts. He believes that national unity is threatened by the resurgence of tribal or sectarian identities. The leader of the revolution points to the Lebanese civil war as an illustration of the triumph of sectarianism over nationalism.

Part III of The Green Book also contains a discussion of such topics as the role of women, minorities, and education. "There is no difference in human rights between men and women," The leader of the revolution declares. But a woman has "a natural role" that is different from the male's, namely motherhood. Children should be raised by their mothers, not sent to nurseries. Furthermore, a woman, who "is created beautiful and gentle," should not be forced by economic necessity or by a misguided call for equality to do a man's work, such as "carrying heavy weights."

With regard to minorities, the leader of the revolution distinguishes between two types; One type belongs to a nation that provides it with a social framework, but also threatens to encroach on its social rights; the other type has no nation, forms its own social framework, and is destined eventually to constitute a nation by virtue of a sense of solidarity.

The leader of the revolution also gives his radical views of education. The leader of the revolution condemns formal education as "an act of dictatorship destructive to freedom because it deprives people of their free choice, creativity, and brilliance." He proposes that "all methods of education prevailing in the world should be destroyed" and replaced with a system where "knowledge about everything is available to each person in the manner that suits them."