The study of economics, as much as any discipline, serves that goal. This leaves students with little to take into the real world, Sobel says. For most students this type of book is too mathematical, too graphical and attempts to cover too much material. This happens to fit with what professors want to teach, but it might not be what students need to learn. Instructors want to teach the students the cost curves and fancy models.
Income statements exist in the real world.
We can explain why the quantity, quality and variety of goods and services keeps increasing, why downsizing and upsizing occurs, why companies go bankrupt or go public, etc. I think I've really found something here. There's an implicit disdainfulness about connecting with noneconomists on any terms other than our own. We have collectively decided that our time is better spent on publications and conversations with each other rather than trying to create and continue an intelligent conversation with noneconomists. I think it's the sign of an immature science and one that may be gradually changing to a more healthy regard for educating noneconomists.