This work will evaluate the application of the treadmill of consumption and production to schoolwork up to its climax, better paying job.
The treadmill of consumption is based on the assumption that individuals consume material goods with the objective of having more possession compared to other people. In the education, the means of happiness are derived when an individual secures a well paying job. While students are in school, they consume different materials based on their goals and resource availability. Most people purchase expensive but helpful books both hardcopies and e-books to help them sharpen their understanding of concepts (Gould, et al. 2008). Each individual strives to obtain the most resourceful materials to help in the schoolwork such as assignments and while doing examinations.
The resourcefulness and higher academic goals create an insatiable hunger for learning material that creates jealousy and competition. Other students apply for extra courses to improve their knowhow and marketability in the labor market. However, due to the difference in income level of individuals, some may not afford to acquire these resourceful learning materials, which results in feeling unsatisfied and disconnected. After reaching this state, there is, need to compensate with more learning materials and learning environment. The cycle continues as students strive to obtain more resources, therefore, depleting the available resources (learning facilities, books and other resources that support learning) (York, 2006).
The treadmill production explicitly outlines all goods (learning materials) that we consume in our travel along the treadmill of consumption. Those students that anticipate to secure a well paying job must advance their knowledge at all cost. In other words, reading highly resourceful books, attending the most