That stated, it becomes obvious (at least to me) that this "cultural programming" you speak of is only the dominant factor in the development of retards, as per ye olde "schooling exists to get retards socialized", something that'd be naturally a lot more obvious in overtly and insistently retard-dedicated cultures (also known as socialism in general).

In other words : there's no merit to the theory ; and the proposal to the contrary is merely an elaborate exercise in begging the question.

Take the children of Chinese/Indian/Viet/whatever immigrants, born in a Western country like the US.

For the most part, the children walk, talk, think, act and function like Americans, with an overlay of Chinese/Indian/Viet whatever cultural traits. They're "Americans with Chinese characteristics" (or Indian characteristics, Viet characteristics, whatever characteristics).

Compare the typical American to the typical second-generation "Chinese-American" to see the effects of nurture. The Chinese cultural overlay is not negligible.

However, compare the second-generation immigrant to the native-born Chinese-Chinese, and it becomes even more clear that environmental cultural programming is the dominant factor in a person's development. Even the combination of Chinese genetics and Chinese parenting will not prevent a baby born and raised in the US from growing up American. Seems the cultural imprint is acquired alongside a person's first language. Explains why Western expats in China send their spawn to English-language "international schools", prevents them from being plugged into the Han cultural matrix.