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Libya
Index
In The Green Book, Part III: The Social Basis of the Third
Universal Theory, published in 1980, Qadhafi reiterates and
elaborates his view of nationalism and briefly discusses a few
other subjects. Qadhafi 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."
Qadhafi 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," Qadhafi writes, to avoid the
potential for conflicts. He believes that national unity is
threatened by the resurgence of tribal or sectarian identities.
Qadhafi 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," Qadhafi
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, Qadhafi 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.
Qadhafi also gives his radical views of education. Qadhafi
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."
Data as of 1987
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