John Rawls’s “veil of ignorance” is one of the most compelling thought experiments in the realm of political philosophy. It challenges us to imagine a society where the architects of its rules and structures are completely oblivious to their own race, class, gender, or status. Under these conditions, Rawls argued, they would be more inclined to design a just society, one that ensures fairness and equal opportunities for everyone, knowing that they themselves could end up in any possible social position.

At a place like NYU Abu Dhabi, Rawls’s thought experiment feels especially relevant. Here, we are immersed in a globally diverse environment — NYUAD’s student body represents a vast range of cultures, social backgrounds, and life experiences — and are constantly surrounded by opportunities to reimagine what justice, fairness, and equality mean on an international scale. Rawls views political philosophy as "realistically utopian," meaning it explores the boundaries of what is politically achievable. In many ways, NYUAD is its own microcosm of Rawls’s "realistic utopia," where the diversity of identities around us serves as a powerful reminder of how societies should be structured to promote fairness, rather than privilege. The real question is, how much of this theoretical justice actually shows up in the day-to-day reality of a place like NYUAD? That is what I am here to unravel in this article.

A Utopian Campus or Just a Privileged Few? One of the things that strikes me most about studying here is the vast array of opportunities available to every student. I could certainly state that, at first glance, NYUAD feels like the epitome of fairness. We have access to unparalleled academic resources, world-class professors, and a global network of peers who are passionate about their fields of interest and driven to make a lasting impact on the world. Financial constraints, which often limit access to higher education elsewhere, are alleviated by generous scholarships and grants. Additionally, while students in some countries may struggle to find internship opportunities or global experiences due to limited networks or geographical isolation, NYUAD’s global presence opens doors to internships, research opportunities, and study-away programs. In many ways, it feels like an academic utopia, a place where learning transcends boundaries, and where each student can explore a wide variety of interests without many of the obstacles faced by students elsewhere.

Initially, it might seem that NYUAD embodies the kind of equal opportunity Rawls envisioned. Students from all over the world are studying together and benefiting from the resources the university provides. Despite its international flare, this university is, nonetheless, very much vulnerable to the profound inequality that Rawls’s theory warns against. It is essential to acknowledge that not all students arrive on an equal playing field. Take, for example, the varied pathways that brought us here. Some students arrive on full scholarships, while others come from backgrounds where the cost of education was never a concern. In addition, how many of us got here not just because of hard work, but also because of the environments we were born into? Some of us may have had access to better schools, better support systems, and better extracurricular opportunities that paved the way for our acceptance here.

This disparity reminds us that even in a supposedly egalitarian space like NYUAD, not all of us start on equal footing. It is thus only right to ask ourselves this: If we came here without any awareness of our own backgrounds, just as Rawls imagined, would we still view this environment as fair? Knowing we could have been born into any situation, would we really see the playing field as level?

Rethinking Meritocracy at NYUAD Rawls acknowledges that inequality is an inevitable part of any society, but he contends that it is only justified if it benefits the least advantaged, a concept known as the "difference principle." This idea forces us to reconsider meritocracy, which frequently holds that success comes only from personal effort and promotes the idea that individuals should rise based on talent, hard work, and achievements. Meritocracy, however, can be deceptive, as it often ignores the structural barriers — such as socio-economic background, race, gender, and geography — that limit opportunities for many and impede a person’s chances to succeed. At a place like NYUAD, where the admission process is built around selecting the "best" students, this raises important questions. How do we ensure that the students who are admitted truly reflect the broadest spectrum of talent, especially when factors like access to quality education, financial resources, and support systems vary so dramatically across the globe? Does the university's selection process account for the fact that equally capable individuals may not have had the same opportunities to demonstrate their merit? Certain students, for instance, could have grown up with access to prestigious educational institutions, extracurricular activities, and academic resources, while others would have had to face considerable challenges in order to even be given the opportunity to apply.

The Rawls principle compels us to consider the fairness of a system that benefits the privileged. Is a student who attended a well-funded school in a developed nation genuinely more "meritorious" than a student who may not have had the same advantages and comes from a less fortunate background? If not, how can institutions like NYUAD better account for those structural inequalities? This is indeed a fascinating question, and I would argue that merit cannot be fully understood without considering the context in which it is achieved. It is important to recognize that resilience, adaptability, and the ability to thrive in unfavorable circumstances are forms of merit themselves. These qualities may not always be reflected in grades or test scores, but they are invaluable in determining a person's potential for future success. So, should merit be judged solely on the end result, or should it take into account the journey and the obstacles faced along the way? I would argue for the latter.

NYUAD is already taking steps to account for such structural inequalities. Its need-blind admissions process ensures that students from all socio-economic backgrounds can apply without worrying about financial barriers. Moreover, the university provides generous scholarships and financial aid to ensure that talented students, regardless of their economic background, have the opportunity to attend. Additionally, NYUAD has specific outreach programs, such as the Sheikh Mohamed bin Zayed Scholars Program, designed to recruit and support students from underrepresented backgrounds. These initiatives aim to recognize the potential in students who may not have had access to the same opportunities as their peers.

Conclusion: The work for fairness continues NYUAD offers a unique platform to experiment with Rawls’s ideas of justice and fairness. But it is far from perfect. As students, we must confront the painful realities of privilege and injustice that still pervade our international campus. Rawls’s "veil of ignorance" reminds us that a truly just society is one where structures are built to support everyone, especially those starting from the bottom. To get closer to Rawls’s concept of the "veil of ignorance" at NYUAD, we can explore several practical steps to promote a more just campus, such as enhancing the admission process by placing greater emphasis on personal stories, establishing more peer mentorship programs where students from more privileged backgrounds actively support those who may be facing inequalities, as well as creating spaces on campus for regular, open discussions about privilege, power, and inequality, which could raise awareness of some structural barriers that students face. With all of its resources and possibilities, it is our responsibility to make sure NYUAD gets closer to this goal. The future of fairness is still being written, at least in our small part of the globe — at the NYUAD campus.