The authors point up the problem of interrelation of natural-science and humanitarian knowledge and the role it plays in the development of culture in the ??I century. At the beginning of the ?? century P. Florensky, a Russian philosopher, defined two types of culture--contemplative-creative and predatory-mechanic, and pointed out the menacing character of the natural-science knowledge, that was going to prevail. Later, in 1959, Charles Snow, an English writer, warned people of the danger of a future split between two traditional cultures, natural-science and humanitarian. Since that time the topic has become even more actual, that is why scholars--philosophers, physiologists, psychologists and educationalists--consider it again and again and see the way to solve the problem in a principally new approach to education. In this article definite ways of approximation of natural-science and humanitarian knowledge are suggested, that are based on project making and follow the principle of mutual complementarity. Experience shows us, that mechanic augmenting is not effective in teaching the Humanities. Solving sociocultural problems needs sufficient humanization and humanitarization of the education in general. Humanization and humanitarization of natural-science and technical knowledge on the basis of the culturological approach will give special importance to creative, spiritual and moral aspects in the development of a personality. Art can become a universal generator of methods, approaches and effective means for improving the quality of the educational process and general development of the cultural level of teachers and students. The ability of art to express the worldview and make for acquiring and transmitting knowledge and skills and forming opinions about the world and its values, for communication and optimism, for keeping memory, for esthetic transformation of the world made it universal means of self-expression, that integrates all kinds of spiritual culture at all times.